UCP Bailes Parent's Night Out

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UCP Parents Night Out:

UCP Parents Night Out Alyssa Beauvais, Michelle Muneton, Melissa Hardiman, Alexandra Cacopardo, Megan Stimmel abeauvais@knights.ucf.edu , michellemuneton@knights.ucf.edu , melissa227@knights.ucf.edu , acacopardo@knights.ucf.edu , megan.stimmel@knights.ucf.edu 2/19/16 EEX 4070

Introduction to the Host Setting:

Introduction to the Host Setting Host site - UCP Bailes Location - 12702 Science Drive, Orlando, Fl. Mission Statement - “ To empower children with and without disabilities to achieve their potential by providing individualized support, education and therapy services in an inclusive environment.” Grades served - Infants - 5th grade UCP in general p rovides services to more than 3,000 children, teenagers and young adults with 7 locations throughout Central Florida. UCP Bailes is a largely inclusive school including students both with and without disabilities.

Engagement Activities:

Engagement Activities Caregivers o f students at UCP Bailes were able to have a night to themselves. Activities in order of occurrence: Watched Fox and the Hound on the big screen while the students could also play with legos or their tablets (1h 23min) all students Food: pizza, juice boxes, and popcorn. Had to assist four younger students with their food. (1 hour) Played Monster’s Inc. on the big screen Students watched the movie while playing with legos, on their tablets, read a book, or colored (1 hour) Where did our time go? 1 hour: meeting after class to prepare 1 hour: creating a flyer for the parents 30 mins (on average) travel time 3 ½ hours: the event! 1 hour: get there early to set up for students and clean up after event 4 hours: reflection and presentation

The Process:

The Process We knew that we wanted to do a parents’ night out Saw the posting on the Teachers in Action website that UCP Bailes was wanting a parent's night out Contacted UCP Bailes’ administration with our ideas for the event Created a flyer to inform the students of the event Held multiple meetings to make sure who is bringing what for the event Clarified our last minute questions with UCP’s administration Held the event!

Participant Demographics:

Participant Demographics Participants/Service Recipients: Ages 2-10 Ethnic background: Caucasian and Asian Linguistic heritage: English Why are the participants considered persons with disabilities according to the Individuals with Disabilities Education Act? Cite specific parts of I.D.E.A. as support. We suspect that some of the children had autism. There were a few behavioral problems that we encountered. Some of the children were too young to determine whether or not they had a disability. UCP Bailes is an inclusion school, with a 50/50 ratio, so not all of the students had a disability. There are 14 specific primary terms included in IDEA under the definition of a child with a disability, and autism is one of these. Autism is a developmental disability that significantly affects verbal and nonverbal communication and social interaction. Specifically how many persons with disabilities did your project involve or serve? There were 17 total students. This is an inclusion school, so the exact number of children with disabilities is unknown. There were no physical disabilities. http://www.ideapartnership.org/topics-database/idea-2004/idea-2004-part-b/1397-definitions-of-disability-terms.html

Service in Action:

Service in Action Students coloring on printed out coloring sheets Welcome banner in the front office

Service in Action:

Service in Action Pizza provided by UCP for the students Popcorn and drinks for the students

Service in Action:

Service in Action Students playing with legos Students watching Monsters Inc.

Perceptions of Differences:

Perceptions of Differences Going into this assignment we were all nervous and were expecting students to have more physical and obvious disabilities than what we were presented with. Our thoughts now were that we never know what to expect when walking into a school whether it is inclusive or not. We feel a lot more confident about our abilities to interact with students of all abilities. One experience that impacted us all was when a student who had built a lego tower that another student accidently pushed over. Student A left the classroom running and screaming because he was so angry and we had to find a way to calm him down and bring him back to the group. His reactions took us all by surprise.

Connections to Your Course:

Connections to Your Course For c ourse EEX 4070 we participated in Teachers in Action. Three course topics that we understand better now are as follows: Universal Design for Learning : UDL is a “set of principles for curriculum development that give all individuals equal opportunities to learn.” During our service activity, we prepared activities for children of all different abilities. We brought big crayons that were easier to hold, we brought movies that could be watched by everyone, we also brought books and legos . Inclusion: Inclusion focuses on keeping the children in the same room. During our service activity, we kept all of the children in the same room. The teachers at UCP Bailes offered us a separate room for the younger children, but we decided to keep them all together. Strategies for learning: We used different strategies to help the children understand information. During the service activity, we used hand signals to ask if a little boy would like more food. He continued to use this hand signal to signify he would like more. http://www.udlcenter.org/aboutudl/whatisudl

Connections to Your Course:

Connections to Your Course After this service experience, we understand the course content better. We were able to put what we learned in the classroom into use. This experience will help us remember to utilize the content in the future. We learned a lot more about inclusion, and how to adapt to each child’s needs. This experience will help us in our future studies and professional work in the following ways: The hands on experience helped put everything we learned into perspective. After this experience, we feel a lot more comfortable working with children with disabilities. We will be a lot more open to having an inclusive classroom. We know what strategies to use in order to keep the classroom inclusive for everyone. We learned that disabilities comes in many different forms.

Civic Engagement:

Civic Engagement Our perspective on civic engagement changed because you realize that service learning leaves a greater impact because you are helping yourself grow while you are helping someone else. Civic engagement serves a great purpose in society because it gives everyone a chance to give back and get involved in the community. Service -learning is a great way to learn because you are able to see first hand what is actually going on with the students and work hands on with them. This experience motivates us to be more engaged in the future because it gave us the chance to step outside of our comfort zone and help others experience something they may never experienced before. We would encourage teachers and students to participate in service-learning because it is easy, not time consuming and it provides opportunity for personal growth for all parties involved.

Final Thoughts & Reflections:

Final Thoughts & Reflections To work toward greater un derstanding, empathy, and opportunities for persons with disabilities others could spend more time with these individuals and not judge them by their disability. To help others become involved we could introduce them to Teachers in Action. This is a great program that offers multiple ways of getting involved with the community. T eachers play a very important role in educating students, parents , and communities. Teachers are responsible for teaching students social skills, responsibility and basic procedures. Teachers are also responsible for teaching parents, and communities about what the students are learning in the classroom and why they are learning those topics. We believe that teachers are truly paramount to the "greater good” of society.

Group Reflections:

Group Reflections This experience was one I will definitely remember. At first, I was nervous, but there really wasn’t a reason to be, our parent’s night out went great even with a few hiccup along the way. I’ve learned that thinking on my feet is a skill that I will definitely need throughout my career with all students. (Melissa Hardiman) For me this experience was great. I was really nervous going into it just because I had no idea what to expect. I was preparing to work with children that had more of a physical disability but I was glad that all of the children there seemed like they enjoyed it.This experience taught me that there was nothing to be afraid of and that it’s great to overplan for events like this one. (Megan Stimmel) This experience has taught me how to think on my feet and adapt to change. I also realized that I assumed these children would all have physical disabilities. I have worked with children who have Cerebral Palsy, and now that is what comes to mind when I think of a disability. This experience reinforced the fact that disability can take all sorts of different forms. I also learned not to be afraid of working with people who have disabilities! (Alyssa Beauvais)

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