INITIATING CONVERSATION WITH

FACILITATORS

Focus On Practice

Michele Paetow2011 Summer Institute

MIT Media Lab – Cambridge, MA

Michele (Cheli)Paetow

Facilitating 15+ years

Certifications: K-12 Special Education, K-6 Regular Education

Adjunct University Instructor 10+years

Supported typers in inclusive school programs at elementary, middle, high-school and college level

Inclusion Facilitator

Trained FC Trainer – FCI/ICI 2 years

SUNY Cortland Project Coordinator – Teacher Preparation Grant

Free Clinic ~ Open Hours at the ICI

Working toward independenceDeveloping skills with new facilitatorsTyping with an experienced facilitatorLearning new ways to practiceTrying out new technology

Monthly Saturday Series

Sensory-IntegrationMusic and ArtYoga Rhythm PRACTICEConnect and facilitate with new peopleExperiences of friendship, membership and

voiceBecame two groups – younger and over 21The needs exceeded the available resources

The education situation which most effectively promotes significant learning is one in which threat to the self of the learner is reduced to a minimum and differential perception of the (field) experience is facilitated. Carl Rogers (1951)

Common Elements of a Facilitator Training Program

Introductory information session – ICI hosts 2 day trainings which includes time working with fc users

Continuum of beginner through advanced trainingDirect supervision from experienced facilitatorsOn-going technical assistanceContinuing educationResource and information exchange

What factors might contribute to a facilitator’s ability to sustain a focus on learning after an

introductory training?

Learning a new skill requires a personal commitment to outcomes

Having a enough understanding of the strategy to commit to a plan enthusiasm isn’t nearly enough

Acknowledging the time trade-offsFamily resources and supportsCommunity resources and supports

Focus on Practice

“Using a meeting format of reflective discussion and topic-based dialogue, facilitators will share their experiences, observations and questions as a means of bringing new knowledge into the group. Our conversations will be centered on our ability to create better results for assisted typers. Through on-going and intentional cooperative learning we will build a community of skilled and connected facilitators.”

“Practice is the best of all instructors” Piblius Syrus

Hiking the Horizontal

Supportive learning directed toward improving skills and understanding

Peers in the process with whom you can work through challenges, conflicts, and fears.

A place to test out thoughts and ideasGives a sense of perspective to the solitary and

long term nature of facilitation. This is key to the building of confidence in the facilitator. It’s a practice not a task.

Practice-a set of procedures delivered by trained people in a context to deliver an outcome.

My role as coach or trainer

Guiding- foster autonomy and

confidence

Coaching- directive, reflective,

collaborative

Assessing - understands strengths/needs/contexts

Relating - honesty, openness,reliability,competence

Focus on Practice

Met 5 times, once a month5:30-7:30 light dinner6-8 regular attendeesFormat that included video-taping was not doableApart from staff, participants were mostly mothers,

one father or close familyDiscussion started with skill analysis and broadened

to include a focus on the the unique contextual influences of parenting and family.

Why won’t he type with ME? He won’t type at home. How is that my fault? (because I’m sure it must be)

How does a facilitator’s identity and

social construct of

disability affect their

practice and the

communica-tion they

prompt and inspire in a

typer?

How does a facilitator’s identity….

facilitator

mother father

person of faith

Advocate or public servant

sibling

teacher

researcher

Examining influence, finding belief

Turn and Talk

In the absence of independent expressive language some people think people with autism (your child or client) is _________ , ___________.

What is your response (inner and outer) to these assumptions?

How might it influence your facilitating?

How are our training strategies informed by typical developmental milestones?

Ambivalence - torn between childhood and moving on Distance from caretakers - emerging sense of self Occupation - What do I do with my life? Loneliness - emptiness of losing security of childhood Ego identity issues - need power, self-management Sexual, sensual exploration – need for intensity Conceptualization - increased anxiety resulting from improved

abstract thinking about future demands Egocentric - imaginary audience leads to self-consciousness Narcissistic - gives courage to go forward, pull resources to

self Communication - increased need to connect, fill emptiness Experimentation, Energy - need to release tension, try new

things. (alcohol and drugs is the norm in dominant culture)

Building capacity in a district, region or state requires the voices of parents who facilitate.

Tell us…how can we help?