During the first 21 years of their lives, individuals with autism are offered critical support services through their local public schools.
By law, those services must include “transition” planning that begins when the students turn 14½, providing nearly seven years of preparation for the next stage of their lives.
Yet when that assistance ends, many of those young adults and their parents are left with the same question.
“It’s a very important topic right now because there have been some changes in the legislation,” says Sarah Johnston-Rodriguez, associate professor of Special Education. “One change goes back to 2004: the IDEA law on special education, which changed the language to really focus on transition and on meaningful outcomes in the three areas schools are accountable for: community living; careers and employment; and postsecondary education.”
Modifications to the Higher Education Act, meanwhile, require that access to postsecondary education is available to students with intellectual disabilities.
And, in 2017, Illinois become an “employment-first” state to promote “community-based, integrated employment as the first option for employment-related services for individuals with disabilities, physical, intellectual or behavioral.”
Free and open to the public, the event will feature six forward-thinking panelists who will share their innovative and exemplary approaches, supports and successes that have empowered their students to achieve productive lives.
Khushbu Davi, program coordinator, Parents Alliance Employment Project
Kori Jung, teacher/case manager, District 214 Transition Program, Arlington Heights
Christine Putlak, assistant director, A.E.R.O. Special Education Cooperative
Benji Rubin, attorney, Special Needs Legal and Future Planning, Rubin Law Offices
Traci Van Laarhoven, vocational coordinator, Waubonsie Valley High School
“There are so many resources that teachers and parents need to plan ahead,” Toni Van Laarhoven says, “so we’re looking at what’s out there: What are some of the benefits available? What are some of the legal things people need to think about, such as guardianship? How do we prepare individuals if they choose to go the college route? These are things people really have to start thinking about.”
“We’re really focusing on services that are innovative and community-based,” adds Johnston-Rodriguez, who considers transition a matter of civil rights and social justice.
“Some states have done away with all of their ‘sheltered workshops,’ and the emphasis now for schools is to prepare these students for some kind of education, career or employment in the community.”
Toni Van Laarhoven
Van Laarhoven, a Presidential Teaching Professor at NIU, and her identical twin sister will talk about their Project MY VOICE – a person-centered planning tool that equips high school students with autism, and/or intellectual disabilities, to participate and have a voice in their own Individualized Education Programs via multimedia.
Johnston-Rodriguez, meanwhile, is also piloting a program that challenges students with disabilities to create their own PowerPoint presentations based on career exploration and creating a plan for where they want to go with their lives and how they plan to get there.
Lisle-based Parents Alliance Employment Project is partnering with Cadence Health in Project SEARCH, to offer internships at Central DuPage Hospital to young adults with developmental disabilities.
Many corporations “have gotten on board with employing people with special needs in meaningful kinds of jobs,” Johnston-Rodriguez says. “There’s also been a lot happening at the federal level with research and programs on customized employment. We’re seeing all of this come to fruition.”
Both professors say the evening will enlighten everyone, from those adolescents, parents, families, teachers, service providers and employers already engaged in transition to future teachers of individuals with special needs.
“Preparing for adulthood is extremely important, and has its challenges for people with autism as it does for any young adult, but it really does take a lot of planning, support and resources,” Johnston-Rodriguez says.
“As for any adolescent, these years are very formative. But for students with disabilities, they are even more so, because this is their last chance to get really intensive academic preparation and independent living skills and really focus on career and employment skills,” she adds. “In school, everyone gets a free education, but when you get into the adult world after 21, that all changes.”
Van Laarhoven especially wants teachers and future teachers to attend the Community Learning Series.
“Even though teachers of Special Education are aware of transition and what goes into it, that’s an area where they need much more support. There’s so much to think about, and there are so many moving parts,” she says. “I would like them to be able to think outside the box.”
For more information, call (815) 753-1619 or email firstname.lastname@example.org.
“When I talked to our chair, Greg Conderman, he said, ‘Well, we happen to have this funding to start to infuse some of the Montessori style and approach to teaching and learning in our classes to just expose our students to this other world of teaching young children,’ ” she adds. “This semester was kind of our first step in doing that.”
NIU students watched demonstrations by the school’s teachers and were able to ask questions of the faculty.
Montessori education, according to the North Shore website, “is based on Dr. Maria Montessori’s scientific observations of the young child … young children learn with great ease by simply ‘absorbing,’ like a sponge, everything to which they are exposed, rather than learning through logical analysis.”
Riverwoods Montessori School – one of three under the North Shore umbrella – provides a toddler program for 2-year-olds, a preschool classroom for ages 3 to 5 and a school-age classroom for children kindergarten through sixth-grade.
Arranged “in a homelike fashion for students to feel like they’re home,” DeSpain says, it features a living room of sorts in the middle of the school. Other familiar spaces include a regular kitchen, a dining room and a laundry room.
“It really does feel kind of like a home,” she says.
On the bus to Montessori
Called a “prepared environment,” the classroom is, according to the website, “designed to support these (developmental) periods of the children and allow them to easily learn at their own individual rhythm.”
A few Huskies were able to watch children in action as they stacked blocks and counted colored rods – these are called “manipulative materials” – to learn concepts such as quantifying and fractions.
Manipulatives, according to the website, are located “low on small shelves which are easily accessible to every child. This gives the children freedom, within the limits of safety and respect, to choose activities for themselves that they will succeed in doing. Many little successes build self-confidence and develop knowledge.”
“They have a three-stage lesson: I demonstrate, I have you show me and then I have you do it. That’s kind of how all their teaching is,” DeSpain says.
“When it’s introduced in our textbooks, it’s as a very child-directed approach to teaching, a natural environment where the teacher just serves as a guide and the children watch that guidance,” she adds “We’ve not necessarily had that as a component of our program before. It’s a little bit outside of what our students are familiar with. That prompts a really good discussion, like, ‘Wow, how do I do these things when they’re child-directed?’ ”
Lauren Van Havermaet, a junior Early Childhood Education major from Inverness, enjoyed the trip.
“I thought it was very insightful because I hadn’t known a lot about Montessori,” Van Havermaet says. “They did a good job of showing us what the teachers do and what the kids do, and they showed us a different way of teaching.”
Van Havermaet was fascinated to see the Montessori teachers “never telling the kids that they were wrong” but focusing on “more of what they’re doing right.”
Children were interested in learning, she says, partly because they were able to choose their activities. One 4-year-old girl even was learning to sew using a shoelace.
She also noticed parallels between the Montessori method and the education of her boyfriend, who was homeschooled by his mother.
“The children were so well-behaved,” adds Van Havermaet, who appreciated that the children were generous in their sharing of toys and manipulative materials. “The whole classroom is very calm.”
NIU students also were curious about how Montessori schools serve children from diverse backgrounds, DeSpain says.
“When we talk about working with young children with special needs, we talk about supports and modifications,” she says. “In a Montessori school, children all work very independently. They grab the materials they want. They do the work they want. For a child with a disability, that might be more difficult.”
Those students who visited were grateful and excited by the opportunity to do so.
Early Childhood is a unique field, DeSpain says, that offers careers in public preschools, private preschools, church-based preschools, Head Start programs and, of course, Montessori.
“Our candidates get a chance to go into a lot of Early Childhood settings, but Montessori is not one they typically get. With the donor funding, it really allowed us to go in and get that exposure to this other type of programming,” she says.
Some already have expressed a desire to undertake their student-teaching in a Montessori school, she adds.
“If a few students in your cohort walk away feeling inspired, empowered and passionate about the job they want to do, then these trips are worth it,” DeSpain says.
“At the end of the day, we want our students to go and get jobs. Everyone needs to feel like they’re going to work somewhere that fits them, and this gives them that exposure and helps them to understand what they need to do to become a credentialed Montessori teacher, which requires some more training,” she adds. “Or, if they found ideas to implement in their future teaching, but realized that Montessori was not the right fit for them, then that’s empowering as well.”
DeSpain hopes to make the field trips to Riverwoods a regular event, and also is planning to use some of the donor dollars to purchase some Montessori materials to place in a designated NIU College of Education classroom or the Learning Center.
That is likely to please Van Havermaet, who is open to borrowing Montessori concepts for her classroom.
And no matter where she finds work, she is eager to start.
“You get to teach kids the first things they learn, and that’s something they’re always going to take with them. They’re always going to need their social skills. They’re going to need their numbers, colors and words,” she says. “That just kind of draws me there, just to see the kids grow.”
Laura Hedin leaves no doubt of her feelings on engaged learning.
“It’s the best way for students to learn. That’s the bottom line,” says Hedin, who teaches Special Education in the Department of Special and Early Education (SEED). “If it’s just listening – and not doing – then students are not getting everything they could be getting from my expertise. Practicing their skills just bumps everything up in Bloom’s Taxonomy of Learning.”
Natalie Young, an instructor of Early Childhood Education in SEED, is the college’s other “exemplar” at the Tuesday, March 6, event in the Holmes Student Center.
Several faculty and staff will present on best practices in engaged learning, teaching and scholarship. All are welcome to attend; registration is open online.
Lisa Freeman, acting president of NIU, will deliver the opening remarks as well as the keynote address: “Bringing NIU’s Mission to Life through Engagement.”
Concurrent “Best Practice” sessions begin at 9:15 a.m., 10 a.m. and 1 p.m. A plenary session is scheduled from 10:45 to 11:30 a.m., and a poster session will begin at 11:45 a.m.
Participants will close the day with a discussion on “The Future of Engaged Learning at NIU.”
Hedin will discuss her department’s collaboration with Kaneland School District 302, where her teacher-licensure candidates in Special Education are collecting and analyzing assessment data to design and deliver effective lessons.
“We have so much positive feedback from our candidates, the district teachers and the school districts,” Hedin says. “It’s one thing to hear something from a professor, but it’s another thing for that information to come directly from your clinical site and your cooperating teachers. Our students get that reflection; they get that piece where they say, ‘You know, I just saw this in my clinical placement. Why do you do it that way?’ ”
Faculty, meanwhile, are on site in Kaneland.
“As we started working with the district representatives about what they need, we made them aware of the advantages of having a cluster of candidates working there so that we could bring our coursework to Kaneland,” she says. “We came up with some curriculum to deliver to their classroom teachers, specifically about writing IEPs and IEP goals.”
Young will talk about Open Doors, her Educate Local program that takes NIU students to teach at Lincoln Elementary School in Bellwood, Ill.
Open Doors has two motives, one to motivate the college aspirations of Lincoln’s first- and second-graders and another to expose NIU teacher-candidates to “understand the importance of having experiences in a setting where minorities are the largest population.”
“When reflecting on their experiences through the Open Doors program, my students express appreciation for additional hands-on, in-the-field opportunities with young students,” Young says. “Students collaborate on teams to create lessons specifically targeted to the needs of the students. We go, and we work directly with young students directly. Who doesn’t learn best by doing?”
Experiences like the ones provided by Open Doors are essential for undergraduate students before they become actual classroom teachers, she adds.
“I can give my students lots of articles and tell them to read about what others say it looks like to teach in predominantly minority schools. We can read, read, read, and we can discuss, discuss, discuss,” she says, “but it’s completely different when you meet that primary school child who’s right in front of you, connecting with you, and you’re connecting with them. It’s different when you’re sitting there crisscross-applesauce, working directly with and engaging with students of color in a way in which you may have not yet had the pleasure of experiencing.”
Hedin and Young are eager to learn from the other presenters, and are grateful for the opportunity to do so.
“I am a lifelong learner, and I need not only to continue to work on my skills but to engage with colleagues who are doing the same things. I also need to be a model of that for my students,” Hedin says.
“To have engagement initiatives like this come down from the president and the provost is terrific,” she adds. “It really shows a dedication of resources to actually make certain that engaged learning occurs and to help people understand how it can occur.”
Young, a doctoral student in her department, regards the ELTS conference as a university-based version of what goes on in K-12 schools all the time.
“I like to see what types of engagement activities and program others are doing,” Young says. “I’m always curious about what other educators are doing and how it’s working for them, and that’s what teachers do all the time. We get creative ideas from each other, and if we listen and collaborate, we continue to grow as professionals.”
For more information on the ELTS conference, call (815) 753-8154 or email email@example.com.
When her youngest child was born in 2001, she became a stay-at-home mom. And when that child began kindergarten, she maternally followed.
“I decided to work at the school. I got a job as a para,” Lobdell says. “Later I got a promotion to reading aide – or Title I aide – and I thought, ‘I’m already doing some lesson-planning, and I always wanted to finish college, so let’s just do it.’ ”
Heather Kerfoot found inspiration from one of her oldest son’s former teachers.
“Both of my sons, who are both teenagers, have special ed in their educational lives, and I have seen the great things it can do for students who really need it. I’ve seen it make a big change in their academic abilities and performance,” says Kerfoot, who lives in Naperville.
“There’s one great teacher who really made a difference for my 17-year-old when he was an eighth-grader,” she adds. “In fact, he still communicates with this teacher, and I can’t say enough about what he did for us.”
Roxanne Espinoza’s light bulb moment came long before adulthood.
“I got the wonderful opportunity to do a Partners Club in junior high,” Espinoza says. “They pair you up with a student with a disability, and you do fun activities after school. I just enjoyed the experience. I helped students with disabilities with their homework, and I just loved that.”
Lobdell, Kerfoot and Espinoza have plenty in common.
Toni Van Laarhoven
All are majoring in Special Education. All are transfer students, from Sauk Valley Community College, the College of DuPage and Harper College, respectively.
And all recently earned one credit each in a new course called “Exploring the Special Ed Major,” now required for all students who declare the major.
“In our program – in Special Ed – we’d say the problem was that we never get to reach the freshmen and sophomores, and to pull them in to get to know our program, until they were in their junior year and in the professional block,” she adds.
Van Laarhoven noticed that her licensure candidates in Block 3 (the semester immediately before they begin to student-teach) were largely unaware of amazing resources and opportunities they had all through their NIU careers.
“But it was almost too late,” she says, “so we as a faculty started talking about, ‘What are the cool things we would like potential Special Ed majors to know?’ And we just developed this course.”
Coursework includes the making and keeping of one-on-one appointments with academic advisers and with Van Laarhoven herself, who taught the fall class one day a week in a blended face-to-face and online format.
Students learn about the structure of the program, including the professional blocks, as well as the requirements of getting in and staying in the major. They are told where to find more information on the Educator Licensure Test of Academic Proficiency (TAP) as well as tutoring, counseling and more.
They must complete “passport” activities such as locating faculty and departmental offices, meeting Department Chair Greg Conderman and conducting interviews with professors to learn about their academic backgrounds, their daily work and their research interests.
“We also do silly things,” Van Laarhoven says. “They have to go down to the Learning Center and take a selfie of themselves getting coffee. It’s like our best-kept secret: You don’t have to go to the library! There are a lot of things here that are fun.”
Beyond the basics, she says, the course offers comfort and early camaraderie.
“I tell students that we want them to feel like this is their home, and that they can come to any of us at any time,” she says. “They also have to write directions for how to go downstairs, how to find the advisers’ offices and all the way down to the little lounge in the basement of Graham Hall – ways to find all these places where they can belong.”
After piloting the program in Fall 2017, the professor believes the department has earned a gold medal for innovation.
“I could see the students’ eyes lighting up, like, ‘Wow, I didn’t even know this was possible,’ or, ‘I’m feeling like I’m so connected already. It makes me feel like I belong,’ ” she says. “For me, it’s just plain fun. I’m even learning about my own peers by hearing some of the interesting facts that the faculty are telling the students.”
Espinoza, Lobdell and Kerfoot agree.
“You can have anxiety going from a community college straight into a four-year university, and especially into Special Ed, which is such a broad category,” says Espinoza, who is from Schaumburg. “This helps you to look at what’s ahead in the program in terms of, ‘This is what I need to do. This is what I need to prepare for my future.’ ”
With an hour-long commute between campus and her home in Sterling, Lobdell is grateful for being pointed to the free coffee and friendly study environment of the Learning Center. She also enjoyed meeting other transfer students.
“I was very nervous coming from my little community college to Northern; I was only doing that part time and working full time. I finally made the switch this fall,” she says, adding that most of her traditional-age classmates in other courses “weren’t really my peers. Having this class just made me more comfortable.”
Kerfoot, who formerly managed real estate for Hoffman Estates-based Sears Holdings Corp., calls Van Laarhoven “a great ambassador for the Special Education program.”
“Toni did a great job of getting us entwined in the department – who the professors are, who the head of the department is, meeting a professor and interviewing them, talking with Dr. Conderman,” she says.
“One thing I thought was really nice was that you get to meet people who also want to be in Special Ed,” she adds. “Special Ed is a lot more than helping out your kid at home, and if I can help somebody else’s kids the way my kids have been helped, I would love to be a part of that.”
“She primarily works with transitional students between 18 and 21, and that’s something I’m possibly interested in but haven’t committed to yet,” Kerfoot says.
“And as a mom, and especially as a mom of kids who have special education and a disability, I’ve kind of struggled with the idea of, ‘I guess this is what I want to do, but how do I not want to take all these kids home with me?’ ” she adds. “Dr. Rodriguez told me, ‘You’re not there to feel sorry for them. You’re there to help them.’ That really spoke to me. That really made sense. That’s something I can take with me. And it kind of got me past that.”
“I feel like I’ve always had great teachers, and I want to be that great teacher,” says Lee, a senior from Country Club Hills.
“The best part of working at the Literacy Clinic is the individual time I get with the students. Normally as a teacher, I have to focus on what this student’s doing, what this student’s doing, and I’m never able to focus on that one child,” she adds. “I have to realize that not every student learns in the same way, so I have to individualize my instruction so that my students can learn in different ways.”
For Alexis Moaton, a senior from Tinley Park, the motivation to teach came much later.
She came to NIU to major in Biology, but a freshman year Sociology course changed her direction.
Her professor spoke passionately about the school-to-prison pipeline that plagues many low-income communities, Moaton says. “If a child cannot read in the third grade, the chances of them going to jail later in life are very high,” she says.
That stark reality inspired her to switch her major to Elementary Education, “just wanting to make a change there, to get children more involved in reading and writing and finding an interest in school.”
One-on-one tutoring work at the Literacy Clinic has provided her a glimpse of such possibilities.
“A lot of times, you’ll see that a child misspells words, and you automatically assume that they’re just a bad speller,” Moaton says.
“But it’s like, ‘What exactly are you misspelling?’ Or, ‘What are you struggling with reading?’ Many times, when you break it down and analyze it in small portions instead of as a whole, you’re able to work on those specific skills that the child needs to develop to become a stronger reader and writer.”
Lee and Moaton are only two of several NIU students – inside the College of Education and out – who are acquiring unparalleled hands-on experience and teaching while earning money through work-study at the clinic.
Susan Massey (left) and Malika Lee
Director Susan Massey knows that her tutors are not only gaining a leg up in the job market but also getting an amazing head start on becoming exemplary educators.
“Several of the tutors – our newest tutors – have actually started working here before they’ve had some of their methods courses,” Massey says. “So, when they get into their courses, I sometimes hear them say, ‘Oh, I learned about that at the clinic.’ They’re familiar with the assessment or the instructional strategy before they learn about it in the classroom.”
Beyond learning and practicing under the guidance of professional educators, the tutors also are simultaneously and organically preparing for their critical role as classroom-to-home liaisons.
“I do see them grow in their ability to work with students and also to talk with parents,” Massey says. “We do ask them to have a conversation with parents at the end of each session to discuss what happened during the tutoring session, what they might be able to work on at home.”
Located in the heart of the DeKalb-Sycamore retail and medical district, the Jerry L. Johns Literacy Clinic has offered reading support services for K-12 students for more than 60 years.
Clinic programs include America Reads, which provides free, one-on-one tutoring for K-5 students who struggle with reading.
Massey hopes to expand clinic-based, learning opportunities for Huskies by inviting the NIU Educators Club to volunteer and by making a practicum experience part of the Reading Teacher Endorsement program.
“Working here at the Jerry L. Johns Literacy Clinic makes me feel good about myself when I leave every night because I know that I have made a difference in the lives of the tutors and in the lives of the students,” says Wilke, a former elementary school teacher in Sandwich, Ill.
“There are times when tutors may have questions and, not having the previous experience in a classroom, I can help them,” she adds. “I can help them work through problems, which also helps them with the students, and the student works through the problem, and, again, they’re both achieving that goal of moving forward and learning.”
First-hand clinic experiences exceed anything found in a book or classroom lecture, she says.
“Every child is not a textbook case. Each child is unique and an individual,” Wilke says.
NIU tutors “get to try different strategies. They also get to use different assessments and take the strategies from the data they collect to empower the students and embrace the skills that they do have so that they can actually become better and more proficient readers.”
“We pinpoint exactly where students need help, and that allows us to work on certain skills. We work a lot on reading, spelling and writing because they all need to develop together,” she says.
“A lot of times, when children are learning to read, they don’t necessarily develop the writing skills as well,” she adds. “We’ll pick up a book, and then after we read the book, there is a lot of comprehension that goes into it – like, ‘Were you able to understand what was in the story?’ and also developing those writing skills as well. Along with writing comes spelling.”
Lee appreciates the clinic’s tactic to match tutoring with the interests of the children, such as sports, to make the time “fun and very educational.”
It’s fun – in the “rewarding” sense – for Lee as well as she watches the progress of her flock.
“If one week they weren’t able to read a word, but the next week they come and they could read a word, I’m like, ‘Wow! You did it! You finally did it! Good job!’ That’s just like a pat on the back to me and to them. I just get so happy,” she says.
“A lot of kids get confused with the ‘d’ and the ‘b’ because they’re kind of similar,” she adds. “One day, a student finally was able to recognize that the ‘d’ was a ‘d’ and not a ‘b,’ and I was able to tell the parent that.”
Some tutors aren’t on the path to teaching, however.
Zach Trueblood, an English major who graduated from NIU in December, brought his expertise in writing and literature to the tutor’s table. He plans to become a writer, although he admits that his time at the clinic has him “possibly revisiting the option of getting into education.”
“Before I worked here, I hardly knew how to set up a lesson plan or how to assess a child and see exactly what literacy needs that they had. I don’t really see it as a deterrent at all. I see it as more of an opportunity to learn,” says Trueblood, from Monticello, Ill.
Tutoring also allowed Trueblood to improve his patience – “Working with children, you definitely need to have a patient type of personality,” he says – while helping him to put down roots in a community far from his central Illinois hometown as he spoke with parents.
But it’s the children he’ll remember the most.
“If a child is struggling with literacy skills and reading issues and writing issues, it’s really kind of crucial for them to get some more reinforcement that maybe the parents can’t offer at home or that they’re not getting at school,” he says.
“Having a strong, positive reinforcement in these children’s lives, I think, is probably the most rewarding thing and probably the biggest takeaway I’m going to have from coming to college here at NIU. It just makes me happy to come here and see the smile on a kid’s face when they finally get a word or a concept that they’ve been struggling with for so long.”
Like Lee, he appreciates the lighter side of the clinic’s approach.
“Every session, we try to incorporate a little fun activity at the very end that’s educational at the same time,” Trueblood says. “We do some crazy, fun stuff, like reader’s theater, which is essentially reading out of a book. Everybody does funny voices. We do like a little play. The kids make it.”
Massey believes the “wonderful” and “caring” tutors succeed because they are chosen well.
“The undergraduates we have here are really interested and really like the children. One of the questions we ask them in the interview is, ‘What are your experiences with children? Why do you like children?’ We want people that are excited and exuberant,” she says.
“They really love the children and want to help them. The children look up to them as role models, and I think it’s always good for them to have a role model that is not a parent or a teacher but someone that’s a college student,” she adds.
She enjoys watching the interactions of tutors, children and parents, especially the high-spirited energy that bookends each session.
“They go running back to their tutoring and then come out talking about what they read or what they did,” she says. “You hear the laughter as they are playing with one another and engaging in some sort of game that involves comprehension or words.”
Her tutors are happy as well. Just ask Lee.
“It doesn’t really feel like a job. It doesn’t feel like I’m coming to work because it’s something I like to do,” Lee says. “This experience is very beneficial to me because of the relationships that I gain with the students and even the workers. Everybody here is great. We teach each other, we teach the students and we help each other grow.”
“We need to have a robot,” says Kelly, who interacted with the machines and watched their realistic movements.
“People who are blind or visually impaired now often use guide dogs for traveling safely and effectively. How could a robot take the place of a guide dog? Dogs have a life expectancy. Guide dogs have to retire. People wouldn’t have to get a new dog every six or seven years. They could get a four-legged robot,” she says.
“Although the technology is not fully there now, it will be there soon, and we don’t want to wait until it’s there,” she adds. “We went to see the technology for the masses to think about how it could apply to the blind. We want to understand it now and know how it can help with our instruction.”
NIU’s group glimpsed myriad mind-boggling possibilities for robots as assistive technology for people who are blind or visually impaired – all things that the practitioners Kelly prepares through the Department of Special and Early Education must know to best serve their future clients.
She and the students – Julie Hapeman, Lizzy Koster and Lacey Long – will present their findings Feb. 15 at the 2018 Illinois Chapter of the Association for the Education and Rehabilitation of the Blind and Visually Impaired Conference.
They also plan to publish an article about their Consumer Electronic Show adventure.
“It was the cutting edge of all cutting edges. It was the edge of the edge of the edge. That’s where we were,” Kelly says. “Everyone there was so entrepreneurial, and it was like having a crystal ball that works in being able to see the future.”
Among the coolest things they experienced: driverless vehicles.
“We had the opportunity to ride around Las Vegas in a self-driving car and other automated transportation – self-driving buses, trolleys, things that no longer require a human to get from one place to another in a timely fashion. That was just off the charts!” Kelly says.
“One of the biggest constraints for people who are blind or visually impaired is figuring out methods of safe and independent travel,” she adds. “Now, someday, they can have a car in their garage or in the parking lot and just go.”
Called “the world’s gathering place for all those who thrive on the business of consumer technologies,” the Consumer Electronics Show “has served as the proving ground for innovators and breakthrough technologies for 50 years – the global stage where next-generation innovations are introduced to the marketplace.”
NIU’s contingent financed its trip with Project VITALL, part of a five-year, $1.25 million grant from the U.S. Department of Education to launch of a new master’s degree that provides specialized training in assistive technology.
Both students and professor were excited to see how many smart home and voice-activated technologies were powered by Amazon Echo and Google Home.
“Everybody’s linking into the same ecosystem,” Kelly says. “We have Alexa and Google Home in our classrooms already, so it confirmed to me that we’re on the right track.”
From left: Julie Hapeman, Lacey Long, Lizzy Koster and Stacy Kelly
She also realized that NIU, home to the world’s first academic program in assistive technology in the area of blindness and visual impairments, has proven prescient in its long emphasis on tech.
Just talking to the many vendors about how their technologies could have additional applications for those who are blind or visually impairment sparked light bulb moments, she adds. “People were saying, ‘Oh, for the blind! I never thought of that!’ ”
Hapeman, a certified orientation and mobility specialist in the Milwaukee Public Schools, reports that her ride in the self-driving car made “an immediate impact on two of my students.”
Julie Hapeman (center) with students Carlos and Xin Ju.
“As I was waiting for my turn, one of my students, a 15-year-old student who is totally blind, sent me a text to ask how I was enjoying the conference,” Hapeman says.
“The time she sent her message was the time I would have seen her for our weekly lesson, and it was serendipitous that her text arrived right after my Lyft ride had been confirmed,” she adds. “I texted her back that I was about to ride in a self-driving car, and her response was, ‘OHMYGOD! I AM SO JEALOUS!!!!’ ”
Hapeman knew she had to call her student from the car, turning the phone over to the engineer on board: “The questions she asked with all of the excitement in her voice were marvelous!”
After texting the news to another student, Hapeman realized the magnitude of those moments.
“For both of these students, the possibility that in their lifetimes they might be able to own and operate a car by themselves seemed within their grasp,” she says. “Helping these students move one step closer to one of their dreams was the greatest moment of the entire CES.”
Long, a teacher of students with visual impairments and a certified orientation and mobility specialist in the Morton-Sioux Special Education Unit of North Dakota, calls the Consumer Electronics Show “amazing.”
“There was such a diverse range of technology available. Our group used the opportunity to question how these technologies can be adapted for individuals with visual impairments across the board,” Long says.
“One upcoming product that I thought would be extremely useful was the Casio Mofrel 2.5D printer,” she adds. “Although it is being marketed to design professionals, it has the capabilities to print textures and Braille, which could increase the accessibility my students have to tactile illustrations for improved literacy.”
Koster, who has explored the potential of Google Translate for people with visual impairments, found the Las Vegas experience an informative one.
“The Consumer Electronics Show serves as a barometer for how the tech industry gauges consumer interests and needs and their response to those projections,” Koster says.
“At present, connectivity, be it through social robots or smart home innovations, is at the forefront,” she adds. “What this means for our students and clients with visual impairment is that while select innovators are developing products to better serve their needs, consumer trends are moving toward more reliance on smart devices and automation.”
For teachers, she says, “this indicates that our students and clients will need to be well-versed in basic ‘smart’ technology in order to determine how they can work with it and adapt it as necessary.”
NIU facilitates that readiness in its graduates.
“Our field desperately needs this program,” Kelly says. “All the time and energy we’ve put in for the last several decades is paying off. We’re not at Square One. We’re at Square Million. Every single day, we’re working with the newest technology and we’re bringing it into our classroom.”
Mondays are for James R. Wood Elementary School. Wednesdays are for their own school, home to fifth- through eighth-grades, and the nearby high school. The prices are unbeatable: 50 cents for black coffee, $1 for coffee with mix-ins, 75 cents for a plain hot chocolate and $1 for hot chocolate with marshmallows.
On Wednesday, Dec. 6, the cart came to Gabel Hall 100 in the NIU College of Education.
“The coffee cart is a great way to teach the kids to be employable,” says Amanda Jungels, a Special Education major from Sugar Grove who spent her fall clinical placement at Somonauk Middle School. “It’s life skills with academics mixed in.”
Her analysis is spot-on, confirms Tim Ulrich, director of special education in Somonauk Community Unit School District 432, who calls the initiative “academics masked as a coffee cart.”
“We’re really focused on what our students are going to be able to do when they graduate, and we want to give them skills that will translate to the workplace,” Ulrich says. “We start them at an early age. The sooner we give these skills to kids, the more employable they’ll be.”
“Kara and Jessica made packets of information for our current Special Education majors that could assist them in developing a similar business in the future. They shared budgeting information and forms, gave a great presentation and shared a great video,” Van Laarhoven says.
“I love that Kara is an alum who was interested in giving back to NIU,” she adds, “and sharing wonderful strategies with our current and future special educators.”
Van Laarhoven also was impressed by the coffee cart initiative: “This is a great example of embedding all kinds of life skills in a functional activity.”
Job expectations are clearly defined. For example, the greeter will “smile and make eye contact with the customer, start with a form of greet statement, end with a departing statement and will keep a positive attitude.”
During their shifts, they develop independence while focusing on their math, language arts and social skills. Afterward, they discuss how each morning went.
“We started this at the beginning of the year,” Scott says. “We’re making a budget. We’re learning how to greet. We’re taking time to reflect on the different stages.”
Meanwhile, Ulrich says, the coffee crew has made many friends inside and outside the school walls. “Our students are members of the community,” he says. “Everyone knows our students.”
Laurie Elish-Piper, Toni Van Laarhoven and Kara Scott
“These guys know more of the people in the district than any other of the kids,” Plante adds. “They know their names. They know their coffee orders.”
Justin Snider, principal of Somonauk Middle School and a double-alum of the NIU College of Education, is proud of the Café 432 students.
“I like to see them out and interacting with new people and new spaces,” Snider says. “It’s a way to enhance their skills. They practice those skills every day, but usually with students and teachers they’re already comfortable with.”
Laura Hedin, an associate professor of Special Education at NIU, calls the coffee cart “a tremendous opportunity” for the Somonauk students.
“Students with disabilities need to understand appropriate social communications, whether it’s just with people they meet out at the mall or in a job setting,” Hedin says. “We need to provide a context in which students can learn what is appropriate. They really need opportunities to go out with new people and to practice those skills.”
Visiting NIU could prove aspirational for the middle-schoolers.
“Everybody has to kind of see themselves in that setting and decide, ‘Is this something I want to have in my future? How do I get there?’ ” Hedin says.
“Some of these student may come to community colleges if appropriate for their own goals and ideas about what they want their future to be,” she adds. “There are also an increasing number of opportunities at four-year colleges as well – specialized programs so persons with disabilities can have undergraduate experiences. Those are expanding all over the country.”
Future teachers like Jungels, who Hedin believes is more than “just a buddy” to the middle-schoolers, can help to make those dreams come true.
“Amanda is an outstanding student, and she’s going to be a wonderful teacher. She already is a wonderful teacher. Kara Scott told us that it hasn’t been like having a clinical student; it’s like having a co-teacher who’s already licensed,” Hedin says.
“Amanda is very creative and a wonderful problem-solver with a heart for working with students with significant disabilities,” she adds. “She has this ability to make these really strong connections with her students but at the same time working toward the academic or social goals they need to be working on. She’s not setting the bar low.”
NIU teacher-licensure candidate Amanda Jungels (right) joins the Somonauk Middle School coffee cart crew for a group photo.
Eller and Flores joined Cohen for “Undocumented Immigrants: Myths and Realities,” which also served as the basis for a featured article in the Illinois Association for Multilingual Multicultural Education winter bulletin with the two students as the lead authors.
Flores then presented for a second time with Cohen and Strid, addressing the question of “Can Paradigm Shifting Occur in a One-Semester Diversity Course?”
Poe and Cohen presented “English Learners’ Writing Needs in the Elementary Classroom” to a full house.
“The room was good for 60 people but well over 80 showed up, with people sitting on the floor and standing in the doorway,” Cohen says. “Christina dominated the room with her wealth of knowledge regarding the research and practical applications of writing strategies for English learners.”
Gathings, Stepter and Taylor came well-prepared for their Dec. 7 talk on “Roadblocks to Bilingualism: How Teachers Become Bilingual.”
Autumn Gathings, Raven Stepter and Amor Taylor present Dec. 7 with their professors in Oak Brook.
Reponses to questions Strid posed to his students in an Applied Linguistics course provided the raw data; Cohen and the three students pored through the 126 essays to identify themes and commonalities and to discern conclusions and recommendations.
“I’m a nerd when it comes to organizing, reading and writing, so this project was made for me,” says Gathings, a junior Elementary Education major from Oswego. “I feel important. I’m using my free time to do something that I know is going to pay off later. This will help me stand out.”
Cohen began working with the trio a few semesters ago.
“I was never able to work with a professor as an undergrad,” says Cohen, who always wanted to offer that chance to those he taught.
So he made his pitch, telling students he was willing to add them to his projects or to lend his expertise to their research. Either way, he told the students, the goal was to get published.
Gathings, Stepter and Taylor chose the former option, learning that research is a long and difficult but worthwhile process.
“Dr. Cohen is so passionate. He just influenced me in a way that I felt a natural connection to what he was saying,” adds Stepter, a senior Early Childhood Studies major. “Knowing there was someone who believed in me gave me a boost in my confidence. It taught me that I can do more, and how to contribute that into a school setting.”
“I said, ‘Oh, I can get something published? I can write something?’ That drew me in. That was intriguing for me,” Taylor says. “I love to write and to read, and this incorporates both of these things. I read the people’s stories, and I get to write a paper.”
Cohen feels like a proud father.
“They were tremendously helpful. They got so good at coding that I said, ‘OK, go on and do your thing.’ We’ve been expanding their role in the presentation every time,” he says. “They’re learning how to analyze qualitative data. How often does an undergrad get to analyze qualitative data? They’re learning how to present at professional conferences. We’ll be writing up the data soon.”
He sees benefits beyond the obvious.
Gathings, Stepter and Taylor have explored second-language acquisition theory and simultaneous vs. sequential bilingualism in a way deeper than any textbook can provide.
“They’ve internalized this information,” Cohen says. “When they go and become teachers, they’ll be able to articulate things most teachers aren’t able to articulate.”
John Evar Strid
“They’ve gotten an insight into the research process,” Strid says. “They did a phenomenal job – going through the data, finding the salient points, putting it together for the presentation, doing the actual presentation. It opens doors for them.”
Sure enough, Cohen and Strid say, the three students were a hit in Salt Lake City, where “the audience just fell in love with them. They’re so smart, articulate and passionate.”
In Naperville, they add, representatives from Elgin’s U46 and other school districts were handing over business cards and encouraging the students to call them after graduation.
“No matter which way they decide to take their careers, it’s a big win all around for them,” Strid says. “They really showed the initiative to follow through, and that really says a lot about them – all positive.”
Meanwhile, at Cohen’s encouraging, all three student applied and were accepted for the maiden voyage of Educate Global and traveled to teach in China during the summer. Eller also participated at Cohen’s suggestion, teaching in Taiwan.
“We agreed to go do one thing with Dr. Cohen,” Gathings says, “and now we’ve gone to China and to three different conferences.”
“I thought we were just going to get published,” Taylor adds with a laugh.
The students say they’ve grown in their confidence in themselves as well as in their belief in the importance of bilingualism and multilingualism.
Networking: Professor Cohen (third from right) introduces Raven, Amor and Autumn to Wayne E. Wright (blue shirt), associate dean for Research, Graduate Programs and Faculty Development at the Purdue University College of Education.
“We definitely need to advocate for not only bilingualism but biliteracy as well,” Taylor says, “and to replace judgment with curiosity.”
“I learned to advocate for others,” Stepter says, “who can’t advocate for themselves.”
The words are music to Cohen’s ears. “I am sincerely impressed. They got it. They got it!” he says. “They’re hungry for knowledge.”
After 14 hours in the air, there was obviously no need to tell Marcus Lewis that he wasn’t in DeKalb anymore.
Yet his first steps off the plane into a nearly empty airport in China, with none of the crowded hustle and bustle of O’Hare, did the job anyway.
His important realizations would come later, however, as the third-year Elementary Education major spent six weeks from early July through mid-August teaching English to teenagers at the Beijing Royal School.
Language barriers toppled – and learning took place – in Beijing and also in Taiwan at NIU’s other partner: the Miaoli County Government Education Bureau schools.
English lessons came through an exploration of fairy tales, movies, TV shows, comic books and superheroes. Through morning exercise. Through telling stories of life in America. Through touching U.S. currency. Through synonyms and antonyms. Through celebrating the Fourth of July. Through song and dance. Through imaginations sparked with “a bunch of glue and a bunch of sticks.” Through hugs and tears.
Marcus Lewis (center) and Alexis Moaton teach in China.
“Students and kids are kids wherever you go,” says Lewis, one of 37 NIU College of Education students who participated in the summer’s maiden voyage of Educate Global, which provided round-trip airfare, room and board and cultural tours at no cost to the students or the college.
“Things can be culturally different, but people – regardless of wherever you go – are people. If they want to acquire some knowledge, they’re going to do so, and they’re going to do so in a way that’s rewarding to you as their teacher.”
Part of the college’s experiential Educate and Engage Program, Educate Global was designed exactly for outcomes like that one in China and Taiwan.
Doing so, she adds, enhanced their preparation and resiliency for rapidly changing classrooms in the United States. “We are seeing an increasing diversity in the K-12 population,” Elish-Piper says.
“Our graduates are going to encounter students who speak different languages, who come from different cultures, who have different experiences,” she adds. “They are now more aware. They will approach teaching from a more global understanding. They appreciate the diversity and differences our students bring to the classroom.”
Madison Geraghty (left)
NIU’s globetrotters, who were urged to replace judgement with curiosity, also returned with greater confidence and flexibility.
“Each student who participated has been transformed in different ways. They’ve experienced the life of being a teacher in a very unfamiliar setting,” she says. “Educate Global was an eye-opening opportunity to be in a part of the world where the culture, the language and the educational setting are so different.”
David Walker, associate dean for Academic Affairs, witnessed that with his own eyes.
“I saw our students really grow. I saw them be really self-reflective about how they need to change and develop,” Walker says, adding that “the life-altering set of experiences” enabled students to learn about themselves, what they do well and where they need to improve.
“Even now, I’ve had a number of them come up to me – in Gabel Hall, in Graham Hall, on the sidewalk – and tell me how Educate Global has changed their lives. It’s changed the trajectory of what they want to do with teaching,” he adds. “These are comments initiated by the students, which reveals to me what a powerful experience this was.”
Borg knows why the Huskie travelers feel that way.
“When we place them internationally, they become the minority. They, in many cases, find out for the first time what it’s like to actually be in a situation where they’re not in control or can’t navigate,” he says.
“For somebody to survive in that situation, and to excel and to thrive in that situation, means that that teacher-candidate is adaptable, is flexible, can make something out of nothing,” he adds. “It allows our students to become better citizens of the world. It requires our students to look at the world differently. It allows them to really reflect, and also to really reach out to students that perhaps don’t come from the same place that they come from.”
Case in point: Students in China and Taiwan “do not behave like American students,” Borg says.
“These students do not ask questions. That’s not how their educational system is set up,” he says. “Our students had to begin to ask more questions. Our students had to become far more observant in terms of the interactions that the Taiwanese or the Chinese students had.”
Quickly, however, “our students began to realize that the way they would behave around American students must be different in terms of how they would behave around Chinese and Taiwanese students, in particular in terms of how to build rapport.”
“Many times, an Educate Global student would have to break down that wall in order for that student to begin to share and to become more open,” Borg says.
“The effective educator really needs to be prepared to meet students where they’re at and move them to the next level,” he adds. “This is what NIU’s College of Education is all about. We want to be sure that our students have a whole toolkit to pull out at any moment.”
Amor Taylor, a junior Middle Level Teaching and Learning major, used fun activities to flatten language barriers.
Taylor and her co-teacher played games with students at the Beijing Royal School, who ranged in age from 11 to 15, asking them to demonstrate comprehension by completing unfinished sentences or drawing pictures of words spoken in English.
Nonetheless, “some of the students got frustrated. They were really hard on themselves. They are more disciplined, and when they do things wrong, they are really angry at themselves, and some of them would cry,” Taylor says.
“We would tell them, ‘It’s OK.’ We tried to show them that we’ve been here for five weeks, and we still don’t know as much Chinese as you know English,” she adds.
“I felt like that I was actually helping them, so it was very rewarding. I felt like we were making a difference. They were happy they were learning, and we were happy we were teaching them in a way they could learn.”
Nicole Morales (right) enjoys a meal with her Chinese students.
When Taylor returns eventually to her native Chicago to teach in “a school that’s impoverished,” she will bring the experiences of China with her.
“You have to slow down and take your time, because it’s not always that the students don’t understand. It’s that sometimes you’re going a little too fast for them to be able to let you know that they understand,” Taylor says.
“Sometimes we look only at the majority, and there a few stragglers behind. They’re still not grasping the material as quickly. We have to make sure that everybody knows it before we continue on because, when we go on to another subject, then they don’t know the first one – so they’re not going to be able to grasp that one either.”
Her confidence has risen to meet such challenges.
“There are people that we feel like might not ever ‘get it,’ and we have to strive to help those students, because it’s our job to make sure they get it. We have to figure out a way to help them so they can move on, so they can continue in life and continue in their education,” she says.
“I was able to just get a glimpse of what happens when you slow down you help them,” she adds, “helping their confidence to grow so they can feel comfortable learning the material even if they make mistakes. That made me feel good as a teacher.”
Lewis realized similar progression in his abilities.
Building affinity with Chinese students, despite “my zero knowledge of Mandarin, (their) limited knowledge of English,” he says, is good preparation for working to relate to students of different backgrounds.
“Just because something makes sense to me one way doesn’t mean it’s going to make sense to that student if I try and present that information to them that way,” Lewis says.
Meanwhile, he appreciated the challenge to plan, execute, reflect on and modify lessons. He enjoyed the teamwork with his co-teacher. He remains committed to flexibility while staying focused on his goals.
“If I can get different experiences, I’m open to those experiences. I’m open to doing things different ways if that is what’s going to foster this knowledge or inspire that student,” he adds. “I may not have as much experience now as more-seasoned teachers, but I want to collaborate. I want to work with them. I want their ideas – because I want to be a better teacher.”
Jodi Lampi, David Walker and Terry Borg
NIU is assisting him in that mission, he adds.
“People want you to succeed here,” Lewis says, “and they’re trying to provide you with as many experiences as possible so that you are successful, so that you are prepared.”
Educate Global travelers can differentiate themselves in the job market as well, partially through an incredible and affordable international opportunity that many could not manage on their own.
Students also can apply for the university’s EngagePLUS Academic Transcript Notation, which documents such skills as critical thinking, organization and teamwork to employers and graduate program.
“Our students who participated in Educate Global are highly motivated,” Elish-Piper says. “They are mature and serious. They are excited about taking a chance – of going out of their comfort zone, learning about others and, more importantly, learning about themselves.”
“The experiences they explain to principals and school districts are phenomenal,” Walker adds.
“I don’t know of many schools in our area that offer this kind of program. It’s the chance of a lifetime, and will be a hallmark of their lives.”
James Cohen, an associate professor in the Department of Curriculum and Instruction, just provided a professional reference for one of those students.
James Cohen (center)
Cohen was one of four NIU faculty who traveled to China and Taiwan to supervise and mentor the students; colleagues Jodi Lampi, John Evar Strid and Samina Hadi-Tabassum did the same.
“What I saw in our students was that they stepped up to the plate,” Cohen says.
“I saw games. I heard songs. I saw projects. I saw physical activities that got the students out of their chairs. I saw one teacher taking students outside, in the heat, to run while working on their English,” he adds. “I saw very little direct instruction. Most of it was student-centered, engaging activities.”
For someone like Cohen, who’s passionate about educational equity, those weeks in Taiwan proved that his philosophy – the College of Education’s philosophy – is getting through.
“I was very impressed with how hard they worked, and how serious they took their charge to be teachers to Taiwanese children,” he says. “They really, really, really wanted to make a difference. They wanted to be the best teachers they could be. They were open to constructive criticism. They were open to learning about the culture and the differences in lifestyles. They were open to experiencing a different world, and it was beautiful. It was very heartening.”
Educate Global, for its part, “opened their minds to the idea that not everybody is the same. It built empathy for the English Language Learners in their future classrooms,” he adds. “It will shape them for the rest of their lives, without question.”
Stephanie DeSpain understands well the process of screening preschool-age children to ensure that their pre-academic, motor, speech-language and social skills are developing as they should.
“Professional practitioners just go in and look quickly, maybe 15 to 20 minutes, to see how the children are doing,” says DeSpain, an assistant professor of Early Childhood Education. “Any kids who we come across who might have difficulty, we say, ‘Let’s try preschool.’ If they fail, and we have significant concerns, that might force us to give a recommendation for services.”
Children are asked their names and ages. They are shown pictures on cards and asked to identify them. They are asked to correctly identify items, such as scissors, and explain their functions. They discern between concepts such as big and small and same and different.
They count. They quantify. They recognize and name colors. They stack blocks, draw shapes, writer their names and sketch pictures of people. They walk a straight line, hop on one foot and stand one foot. Older children are asked to recite their home addresses and phone numbers.
It was something DeSpain engaged in constantly when she worked for a decentralized special education co-op of LaSalle County school districts and private preschool programs, but teaching the procedure to NIU College of Education students has proven a bit “nebulous.”
“Unless you’ve worked with real students – real kids – through this process, it’s kind of hard to conceptualize in your mind what this looks like,” DeSpain says. “I tried case studies, talking through what you do if you were making decisions, but they still had lots of questions: ‘How does this actually work?’ ‘How do I coordinate this with school districts?’ ”
DeSpain found a solution in the Campus Child Care, located just steps west of Gabel Hall and the Department of Special and Early Education.
One call to Kristin Schulz, director of the NIU-owned center that provides care and education for children from three months old to age 5, set her plan in motion.
“I told Kristin, ‘This is what I would love to do. This is my idea,’ ” DeSpain says. “She was so amazing. She jumped right on board and said, ‘Let’s try it. Let’s see how it works.’ ”
Thirty-five of DeSpain’s juniors in SESE 423: Observation and Assessment in Early Childhood Special Education course made the short walk this fall to conduct actual screenings of 3-, 4- and 5-year-olds enrolled at the center.
NIU’s students prepared and practiced in and out of class with the BRIGANCE Early Childhood screening scripts to build their proficiency, DeSpain says.
When the first day of the two-day activity arrived, they divided into groups of two – one to conduct the screening; the other to observe. On the second day, they switched roles. DeSpain circulated through the three rooms, looking for comprehension and providing guidance if needed.
Her initial anxiety – “I was anticipating that they would be nervous, because I felt like I could have used more time to get them ready” – proved unnecessary.
“My students did great,” she says. “The preschool students were so wonderful and engaging, and we went in and got the data we needed. I shared that with Kristin; now she has information on students she might have concerns about, and we talked about strategies.”
During a time of debriefing back in their Gabel Hall classroom, she says, students brought thoughtful questions and insightful reflections, including the need to reword questions that children might not understand at first.
“I was impressed by their professionalism. I was impressed by their ability to think on their feet, which you have to be able to do when you’re teaching,” DeSpain says.
“They were really well prepared to be respectful, to work with other teachers and follow directions, and the Campus Child Care teachers were so much more supportive than I would have anticipated,” she adds. “I was always nervous of people coming in to my classroom, but they were so open and willing to let my students come in and work with their kiddos, which I appreciate.”
Students were grateful for the experience, she adds.
“They said, ‘We really liked it. We liked having this better than having a case study in class. We loved working with the kids; we don’t get enough direct contact,’ ” she says. “They said, ‘We appreciated being able to come in and work the students and go through a screening, with you here, with a partner, in a place where the process was set up for us.’ ”
It also will put them a step ahead of their peers in the job market.
“When they go into the school districts, and they’re charged with helping those districts perform those screening services, they’ve already been through it. They understand. They can help, and provide guidance,” she says. “If you’re working in that birth-to-3, or 3-to-5 world, you have to facilitate or help in some way with those screening experiences. Most have to learn that process on the job or on the fly.”
DeSpain hopes to expand the program in coming years.
Beyond providing the practical skills to NIU students, she says, it offers valuable information to the Campus Child Care.
“If we can say that they were able to give the assessment, and score and interpret the results with fidelity, Kristin could say, ‘Hey, we do have concerns with this child, and it’s reflected in this screening that this group of students did,’ ” she says.
“We did have a couple students that the teachers had some concerns with, and yes, this matched; this is what we’re seeing, and you see it too,” she adds. “It’s validation for those teachers that it’s not just them. We are seeing those concerns also.”