2015 TASH Conference has ended
This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Thursday, December 3 • 4:20pm - 5:10pm
Teaching Medical Students to Support Families of Children with Special Needs LIMITED

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Limited Capacity seats available

Collaborative teaming in schools has long been established as best practice to support children with disabilities and their families. However, the family physician is often not included in that team. In order to continue to improve support for individuals and families from childhood through to adult transition, we developed, with parent input, new coursework for medical students to improve their understanding of special education programs and facilitate collaboration with school personnel. This will be a presentation of the results of the pilot curriculum, including pre and post intervention data. Discussion will include results and possible future directions. OBJECTIVES: 1. After this session, participants will be able to discuss the potential benefits of the physician as a collaborative team member. 2. After this session, participants will be able to identify the gaps in knowledge and potential misunderstandings that medical students have about special education identification, service delivery and inclusive education. 3. After this session, participants will be able to identify the course modules utilized by the researches (on-line lecture, parent panel, on-line group discussion) to disseminate information about supporting children with special needs and their families. 4. After this session, participants will be able to discuss how best to utilize the pre and post intervention data to further improve the curriculum. IMPORTANCE: Research has shown the positive effects of collaboration between doctors, families and school personnel for families of children with special needs (Ellis, Lutz, Schaffer, & Woods, 2007). However, there is also evidence that the training for doctors in the area of special education is limited (Shah, Kunnavakkam, & Msall, 2013). TRANSLATING TOPIC INTO POSITIVE OUTCOMES: Medical clinicians are often the first to recognize developmental delays and disabilities (such as autism) in young children. Clinicians who understand the legal rights of parents under the Individuals with Disabilities Education Act (IDEA, 2004) along with available school and therapeutic options can better advise and support parents who are entering what can be a stressful and confusing referral and identification process and can help parents understand and advocate for the services that will be of greatest benefit to their child. During well child visits, physicians ask about school performance to gauge development and overall well-being. When treating children with significant disabilities, it is essential that physicians have an understanding of educational and therapeutic interventions in order to monitor progress. In addition, this intervention, although primarily focused on children, also addressed the needs of individuals with disabilities throughout the lifespan. Parents in the panel discussed the challenges of the transition to adulthood. Participants included all 2nd year medical students, not only pediatric students.

avatar for Mollie Sheppard

Mollie Sheppard

Saint Joseph\'s University

Thursday December 3, 2015 4:20pm - 5:10pm PST
Salon C 1401 SW Naito Parkway Portland, OR 97201

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