Assignment #3
“Wrap Around Personal Student Eco-Portfolio”
(WRAPSEP)
Capacity Building Project Results
By
Penelope Hovorka-Alcock
Chantal Daly
Joel Wiebe
Group Membership
Student #1 Penelope Hovorka-Alcock
Student number 6062827
Home phone 204-429-2140
E-mail address palcock@mts.net
Student #2 Chantal Daly
Student number 6779558
Home phone 344-5090
E-mail address gautdal@hotmail.ca
Student #3 Joel Wiebe
Student number 5216630
Home phone 327-6635
E-mail address wiebejoe@borderland.ca
Wrap Around Student Eco-Portfolio (WRAPSEP)
Capacity Building Project Results
Goal
To build capacity to access, utilize, communicate, and collaborate with parents/legal guardians,
teachers, school support team, divisional student services team, and community
services/agencies in the interest of students with special needs.
Overview
Introduction – The “Wrap Around Student Eco-Portfolio Capacity Building Project Plan”
(WRAPSEP) was designed to better assist the parent(s)/legal guardian(s) who have a child with
special needs and the classroom teacher(s) to have a stronger on-going relationship with the
school team, divisional student services, and community services/agencies so that the
recommended strategies and programs for the child with special needs are utilized more within
the classroom and home environments. The WRAPSEP project incorporated the use of the
“Wrap Around System” for stronger collaboration between the parents/legal guardians as the
Consumer Coordinator (“Guardian Angel” – our wording), classroom teachers, the school
support team, and the community services members involved with the student with special
needs programming. WRAPSEP assisted with the development of a personal student ecoportfolio that follows the student from pre-school (when possible) to their adult years. Also, a
handbook was developed as a binder and on a wiki website for the parents/legal guardians and
classroom teachers to refer to for assistance and resources.
Participants - The WRAPSEP capacity building project plan included students with special needs,
parents/legal guardians, classroom teachers, EAs, Resource teachers, school clinicians,
divisional student services staff, school administration, and community based service providers
(i.e. Family doctor or pediatrician, private Occupational Therapist).
Rationale - The “Wrap Around Student Eco-Portfolio Capacity Building Project Plan” explored
and utilized the wrap around approach through the practical use of a personal eco-map and
student portfolio that follows the student with special needs throughout their pre-school to
adult life within and out of the school system. There is a handbook and website provided for
the parents/legal guardians and teachers to access. In this way all services involved are more
aware of what strategies and programs are being or have been utilized and what resources are
available for the students with special needs. As classroom teachers, we are very aware of
how difficult it is to keep an on-going relationship with the parents/legal guardians, resource
teachers, administrators, clinicians, and community services for the students with special needs
and consistently utilize the strategies and programs recommended for the student with special
needs within the classroom on a daily basis. The wrap around system includes the
parents/legal guardians as the consumer coordinator (“Guardian Angel”), teachers, divisional
resources, and community resources involved in the student’s school programming. The use of
the “Wrap Around System” improved, in some areas, the collaborative relationships between
the student with special needs, home, school, division, and community services in order to
better meet the goals for the special needs of students starting from their pre-school years all
the way through to the student’s adult years.
Format – We used the “Wrap Around System” to encourage more team collaboration among all
service members involved with the student with special needs, a student personal eco-map and
a student portfolio that follows the student from pre-school to adult years, and a
parent/teacher handbook that is available in a binder and on a wiki website.
Sample of Student Personal Eco-Map used
School
Classroom teacher
friends
Resource Teacher
Administrator
Social Scripts
Behaviour Plan
EA assistance daily
Agenda / Phone calls
Family
mom
AP Portfolio /Ecomap
Agenda/Phone calls
dad
friends
auntie/uncle
sister
AP Portfolio/Ecomap
Enjoys Math
Community
Loves old cars
Pediatrician
Child XX
CDC Social Worker
AP Portfolio/Ecomap
E-mail / phone calls
Likes to be read to
Likes the computer
Community Events
friends
Grade 1 student
AP Portfolio/Ecomap
E-mail / Phone calls
Divisional Behaviorist
Divisional Psychologist
School Division
Words highlighted in these colors mean:
Red – High importance to child’s programming
Green – Strengths of child
Purple – How contact is made between wraparound team members for child
Blue +
– Difficulties child has with
Pink - Important strategies/ progress forms for child
Content and how addressed in project plan
Definitions – Vocabulary is defined within the handbook and website
1.
Wrap Around Approach
2.
PATH
3.
Personal Eco-map
4.
School Support Team Positions/support providers – resource teacher, school counselor,
classroom teacher, educational assistant, administrator, literacy support teacher
5.
Divisional Service/Support Providers – social worker, psychologist, occupational
therapist, speech and language pathologist, behavior specialist, student services
administrator, Resource consultant
6.
Community Service/Support Providers – pediatrician, psychologist, psychologist, social
workers, speech and language pathologist, occupational therapist, other specialists
7.
Common Special needs – Anxiety & Stress Disorders, Autism/Asperger’s Syndrome,
Blind/Visually Impaired, Deaf/Hard of Hearing, Diabetes, Down’s Syndrome, Dyslexia,
English as an Additional Language, Early Behaviour Disorder, Epilepsy, Fetal Alcohol
Syndrome, Mental Health Issues, Muscular Dystrophy, Obsessive Compulsive Disorder,
Physical Disabilities, Sensory Processing Disorders, Speech & Language Difficulties,
Tourette Syndrome, and War Affected Children/Youth
Explanation of theory, concepts, and models
The Wrap Around Personnel Student Eco-Portfolio (WRAPSEP) was created using various
sociological theories and models. To begin, Weber’s (1946) conflict theory was utilized to
compare Manitoba’s bureaucratic education system (Bartlett and Freeze, 2005) to the
recommended replacement wrap around model (Matanga, Freeze, Duchesne and Nyachoti,
2008). Secondly, the theories behind the creation of the eco-map model were discussed and
implemented. Finally, we discussed the positive and negative values of the Wiki website design
for students, parents, teachers, administrators and all other members of the inclusive special
education group.
As educators, we have all experienced at one time or another frustration trying to provide
children with special needs with the best possible education within an educational model that
fails to support our efforts. Numerous studies have shown that the current bureaucratic model
does not effectively meet the needs of children with disabilities (Bartlett and Freeze, 2005;
Mantanga, Freeze, Duchesne and Nyachoti, 2008; Koskie and Freeze, 2000; Kueneman and
Freeze, 1997). One study revealed numerous flaws within the system such as minimal
participation by the parents and the child, a lack of continuity in services from pre-school to
post secondary education, resources bought for the benefit of staff and organizations instead of
for the individual child’s needs and all members of the Individual Education Plan group working
independently instead of collaboratively (Koskee and Freeze, 2005). Evidently, Weber’s (1946)
conflict theory adequately describes the problems in our current educational system. The
WRAPSEP model promotes Weber’s theory that we should “steer away” from capitalist and
individual wealth towards a collaborative wrap around system of care which unifies health care
and education together in an effort to support children with special needs. If one compares
individualized work to group work, recent studies have found the later to be more effective
than at solving complicated problems (Weiten and McCann, 2010). The notion of creating a
group where all members feel valued and equally important is essential if a child’s needs are
the best interests in mind. The WRAPSEP model focused on the child at a micro-level through
the use of the Symbolic Interactionism Theory.
This brings forth a better understanding of the child’s social circumstances influencing their
health and academic achievements (Brym, Lie and Rythina, 2010). The eco-map, the resource
wiki website, as well as the child’s individualized portfolio was to be set up to allow access
online to all team members to quickly retrieve and add information to be shared
collaboratively, thus was supposed to create a “one stop shopping model” (Freeze and Bartlett,
2005). Due to confidentiality concerns this did not occur.
The next tool we decided to incorporate in our project was the eco-map, which is part of the
student profile model included in the creation of the portfolio .The notion that positive selfperception will create a positive attitude in Bem’s (1967) self-perception theory has been
influential in the creation of the eco-map and student profile (Weiten and McCann, 2010). All
members found the eco-map to be a positive asset to the child’s programming.
Finally, we discussed the use of the “Functionalist Approach” (Weiten and McCann, 2010) in
creating the wiki website. To begin, the wiki website is a collective tool for students, parents,
teachers, administrators and specialists that was supposed to be an effective communication
tool and provided access to various community services. Secondly, the design was supposed to
be valuable in creating a community network for students with special needs. All group
members were invited to join a secured branch of the website designed for an individual child
with special needs with no prevail due to confidentiality concerns. The wiki website model does
support one study’s perception that internet access helps to promote “rapid exchange of
information between people separated from each other” (Weiten, and McCann, 2010, p. XL).
Another study argues from the latter point of view that individuals are becoming more open to
the idea of sharing and borrowing information from each other (Brym, Lie, and Rytina, 2010).
Evidently, the wiki website supports the functionalists who believe that individuals from small
towns, cities and different provinces can establish an important social connection with each
other to further develop their Canadian identity (Brym, R, Lie , J and Rytina, S, 2010). Similarly
to this theory, the wiki website was supposed to allow social connections and effective
communication between group members. Unfortunately this did not happen.
To conclude, the WRAPSEP building capacity plan was developed using the various approaches
and models discussed in order to bring individuals from various distances and workplaces to
improve the effectiveness of shared information for students with special needs.
Critical analysis of ethical, pedagogical, service delivery, and/or service coordination issues
Through the hands-on practical approaches of each of our WRAPSEP team project members the
following were the pros and cons found from using the Personal Eco-map, Wraparound
Approach, and Wiki website.
Personal Eco-map
PROS:
1. It was easy to understand and put together for all members involved
2. Having the student involved in the process (when able to) was a positive self-reflection
for not only the student but also the parent and classroom teacher.
3. It provides a visual overview of the child’s strengths and weaknesses.
4. There are various types of personal eco-map models that can be implemented
depending on the age of the child and personal preference.
5. Becomes a spring board for programming throughout their life – has direct continuance
6. It builds context for understanding where the child is.
7. It is child directed rather than adult directed (as much as possible) which gives the child
the opportunity to be an active participant in decisions made about their programming
in and out of school.
CONS
1. In order for the personal eco-map to work more effectively the student must have trust
in the person(s) that they are doing their eco-map with. Otherwise it will become a
“social-status bias.
2. Parent and/or student have to trust that this is confidential or it will affect the credibility
of the personal eco-map.
3. Self-reflection and/or self-knowledge may be difficult for a child/parent to acknowledge.
4. Is there an age or maturity indicator for a child to be able to participate in completing
their own eco-map? What has been researched in or still needs to be studied in these
areas?
Wiki Website
PROS:
1. Information is accessible wherever there is an internet connection.
2. Lots of available information, with valuable links to various resources.
3. Google searches for individualized special needs is not necessary with this catalogued
system of information and resource links. This is time saving and convenient.
4. Very easy to collaborate on as a group or a team.
5. Free to use and user friendly.
6. Allows for e-mail feedback/correspondence.
CONS:
1. Formatting is cumbersome within wikispaces.org. For example, it is difficult to cut and
paste graphics. It is not easy to edit the table features. Spacing looks different from
editing mode to viewing mode (HTML language takes some getting used to). Sometimes
while working in editing mode, the program freezes without saving your work. Need to
restart and redo. Need to save work frequently.
2. Parents don’t always have computers or high speed internet access.
3. Schools may not be willing to share information on the wiki website because of
confidentiality concerns.
4. Some people may be more comfortable communicating via e-mail or telephone or even
passing along agenda books between the home and school.
5. Like all website, they need to be updated regularly and this requires an conscientious
and consistent effort.
6. It’s a handy tool, but not a necessity for the wraparound approach.
The WrapAround Approach
PROS:
1. We have a head start on knowing what the Minister of Education in Manitoba will be
implementing soon and we can start incorporating some of these ideas in our teaching
practices.
2. The Wrap Around Approach allows Classroom Teachers to have more connections with
all specialists and people working with special needs children.
3. The Wrap Around Approach eliminates second hand information.
4. The Wrap Around Approach allows group members to share information frequently and
supports the idea that the student’s IEP should be a work in progress.
5. Teachers who use the Wrap Around Approach will be able to better integrate practices
from various specialists into the classroom teaching.
6. The Wrap Around Approach allows the parent (the people who know the child best) to
be the Case Managers.
CONS:
1. The WrapAround Approach will not be as productive if the Classroom Teacher is not
comfortable using it; is overwhelmed or is unable to take on a leadership role due to
various circumstances.
2. Some Resource Teachers might have difficulties changing their professional role as it has
been practiced in the past.
3. There needs to be a conscious effort by all parties to keep the information going on a biweekly basis. The communication must be ongoing, and not only when the student is
having difficulties or if there’s an IEP meeting being planned.
4. Even if the Resource Teachers and Specialists are in place, there may be difficulties
accessing their services in a timely manner. This could be due to inefficiencies in the
system.
5. The Wrap Around Approach will not work well if parents lack the confidence to work
with professionals. Parents with less confidence will need more supports in place.
6. The Wrap Around Approach will not be beneficial with parents who are in denial of a
child’s disabilities or refuses to play an active role in their child’s education.
WRAPSEP Parent Perspective Results
Chantal Daly –Parent acting as a Portfolio Manager
Introduction
I started the WRAPSEP project with the intention of creating a long-term plan that could assist
my son with special needs through school. Before I explain the results of the project, I find it
important for you to know about my son’s special needs and about the numerous frustrations
we have endured along the way and how the WRAPSEP has shown us to be effective in meeting
our child’s needs.
When my son was 4 years old, I noticed he was very hard to understand when he spoke and
this caused him to have frustrations and violent temper tantrums. My husband and I also
noticed that he was hyper-sensitive to certain smells and noises and that he unconsciously put
everything in his mouth. We knew that something was different with Marcus. We took the first
step when parents need support which is consulting his pediatrician. His pediatrician listened to
our concerns, observed our son and then referred him to the Child Developmental Clinic for
assessments in Speech Language, Occupational Therapy and for a Child Developmental
Specialist to access his development. Two months later, we received a call from CDC (Child
Developmental Clinic) to come in to see the specialized doctor.
The specialized doctor in child development ran a series of tests on Marcus and she agreed that
he required assessments in Speech and Language as well as Occupational Therapy for gross and
fine Motricity Skills as well as for a possible sensory processing disorder. The requests were
sent in and in the meantime, CDC made arrangements for me to talk to the Social Worker in
their clinic about Marcus’s violent tempers.
After three months, I still had not heard from the department of Speech and Language or
Occupational Therapy. I decided to phone them. I was informed that there was a three year
waiting list for Speech Language Assessments and that he would not get in before he started
school. Having been a teacher for seven years, I understood the system well enough to know
that once children start school, they do not receive any help from CDC. The school is
responsible for the interventions required. I also knew that there was a three year waiting list
for the Speech Language Pathologist to assess students in the division. My husband and I had
no choice but to hire a private Speech Language Pathologist to work with our son. We were
fortunate to find a French speaking Speech Pathologist who had only one opening in her
schedule. The average cost per hour for a Speech Language Pathologist is 80.00$/hour in
Manitoba. We were fortunate to find a way to cover the cost. I couldn’t help but wonder about
the children whose parents could not afford such costly services. Medical services for our
children should be free!!! When I was told about the two year waiting list for services in
Occupational Therapy, I stood my ground. I told the woman from CDC on the phone that I was
already paying for a private Speech Pathologist and that we couldn’t afford to pay both
services. After finding out that we were already paying for a service, she suddenly “knew an
Occupational Therapist” that worked part time for them that could give our son a brief three
session assessment. What about services for children whose parents aren’t as outspoken as I
am? Or parents who are immigrants in Canada or parents who do not understand the system as
I do? The second step in getting support for a child with special needs is to go talk to someone
who knows the health care system and the educational system. This person can help you decide
which route to take to meet the needs of your child. The third step involves phoning the school
and asking to meet with the Resource Teachers to talk about your child’s special needs. The
Resource Teacher will take copies of your child’s assessment and decide if there is a need for
requesting extra funding from the government for children with special needs. In our situation,
the Counselor said that we would not receive level II funding because our son’s aggressive
behavior wasn’t frequent enough to qualify. The fourth and last step for parents to plan for a
child with special needs is to become portfolio managers for them. Our son is in kindergarten
this year and the WRAPSEP idea generated by our group was ideal for meeting his academic
and social needs.
I first met with the resource teacher to discuss what the WRAPSEP project and how I would like
this project to be implemented in school to help Marcus. The Resource Teacher read my son’s
portfolio and passed it on to his classroom teacher. The classroom teacher had access to all of
my son’s medical records as well as interventions in Speech and Language and Occupational
Therapy. We then met to discuss the WRAPSEP project and to create my son’s Eco- Map. The
Resource Teacher and the Classroom Teacher were impressed by how quickly they got to know
Marcus with this model. They were also very grateful to have access to this information. The
Resource Teacher agreed to communicate through e-mails and through a communication
journal but refused to participate in a wiki website that would be created for our son. She felt it
was too risky for confidential issues even though it was explained to her that no names would
be posted and that the only people who could add information were those invited to join the
group. We agreed to keep in contact once every two weeks. My son’s Resource Teacher as well
as his Classroom Teacher kept in contact with me and we have addressed many concerns
causing Marcus to get frustrated in school. I don’t think that his social problems at recess would
have been addressed as quickly had we not been communicating often through e-mails and the
journal. It is now the end of November. I have been told that the Speech Language Pathologist
will not be seeing Marcus until February or March in 2011. I am thankful that we still bring him
to private sessions once every two weeks in the afternoon. I was also told that unless a problem
is identified in the classroom that the school would not send in a request for an intervention
with the Occupational Therapist. My husband and I work every night with our son to improve
his fine motricity skills and to help him with his speech activities.
In conclusion, the steps we took as parents to plan for our child with special needs has been
well worth the time and energy. The WRAPSEP has had a positive impact so far and I hope to
convince the school that the use of the wiki website designed as a communication tool for
students with special needs would save time and would further increase communication
between team members. I really enjoyed creating the Eco Map for my son. It was very insightful
to see where he As a parent, I feel that children with special needs require strong parent
advocates that are willing to do whatever it takes to find supports within a health-care and
educational system that seems to shut doors on services they should provide. The WRAPSEP
project is an excellent way to create a strong team that will guide children through their
academic years.
WRAPSEP Classroom Teacher Results
Penny Hovorka-Alcock – Classroom Teacher
I started the WRAPSEP project by initially working with a student in my classroom along with his
mother (guardian angel) and resource teacher. I first met with the resource teacher to discuss
what the WRAPSEP project was about and how it would hopefully help the student over his
years as a student and adulthood. The resource teacher agreed and we then met with the
mother (father unable to make the meeting) and discussed making a personal eco-map with
her child and possibly using the wiki website to assist her with communication and providing
information. The mother was optimistic about the eco-map but due to not having a computer
at home or having knowledge of how to use a computer the wiki website was not put into
place. The mom, student, and I met and started the personal eco-map of the child. It went
very well but the child was only able to provide minimal information due his maturity level. The
resource teacher, mother, and I then decided it would be best to meet with the community
agencies involved along with the divisional clinicians in an IEP meeting. The goal was to work
on improving the communication with everyone so we are all working together on the child’s
programming in school, the home, and community. In the IEP meeting we all agreed to use
either phone calls and/or e-mails (whatever worked for best for individuals). No one wanted
second hand information – i.e. resource teacher tell classroom teacher and parent what the
Divisional Behaviourist, Social Worker, Divisional Psychologist informed them of for new
strategies being used in the classroom or at home. The mom wanted to be the first to know of
all information before the classroom teacher and/or resource teacher. Everyone agreed to this.
The classroom teacher would be responsible for keeping the mother informed of daily
behaviours. A bi-weekly update of the child’s portfolio was agreed to be given to all members
involved by the classroom teacher through e-mail, except mom who will come to see me biweekly to go over child’s portfolio (due to no computer at home).
AP Personal Eco-Map
School
Classroom teacher
friends
Resource Teacher
Social Scripts
Behaviour Plan
EA assistance daily
Agenda / Phone calls
AP Portfolio/Ecomap
Family
mom
AP Portfolio /Ecomap
Agenda/Phone calls
dad
friends
auntie/uncle
sister
Enjoys Math
Community
Loves old cars
Pediatrician
Child AP
CDC Social Worker
AP Portfolio/Ecomap
E-mail / phone calls
Likes to be read to
Likes the computer
Community Events
friends
AP Portfolio/Ecomap
E-mail / Phone calls
Divisional Behaviorist
Divisional Psychologist
School Division
Words highlighted in these colors mean:





Red – High importance to child
Green – Strengths of child
Purple – How contact is made between wraparound team members for child
Blue +
– Difficulties child has
Pink - Important strategies/ progress forms for child
AP Wraparound Portfolio
By: Penny Hovorka-Alcock (Grade 1/2 Classroom Teacher)
Mom and dad
last edit Nov. 2, 2010 (with help from teacher)
Enjoys talking about old cars, looking at pictures in books of old cars
Likes doing Math hands-on activities (purchased games for him with cars in it)
Does not like changing his daily routine – needs to be told ahead of time but still a problem
Does not like noisy places, prefers quietness
Has a hard time playing with other children including his age (hits them and swears at them) –
prefers adults
Lots of problems with younger sister – hits and kicks her
We are looking at getting a home computer for our son to use and for better communication
with everyone. We will have to learn how to use. Social worker and classroom teacher is
looking at helping us with this.
Have lots of problems going out to community events or even shopping with him
Classroom teacher
last edit Nov. 2, 2010
Works well when he has his schedule to follow in his daily binder he uses with EA and myself
Prefers to do math all day and find books with cars
New computer programs working well with him – Jump Math, Writing with Symbols,
He likes earning stickers to get a toy car when it is completed – received 2 so far. This does help
with him working on other subjects other than Math
Loves to be read to and have fit into his daily schedule twice a day
Social scripts are showing improvement with him making better choices
He has difficulty getting along with others. He has hit and kicked other students. EA and I
follow behaviour plan at all times. When we see frustration in him we follow behaviour plan to
prevent others from getting hurt.
Starting to print and recognize a couple letters of the alphabet but becomes frustrated easily –
do 5 minutes of this twice a day – working on increasing the time
Parents and I are in contact either through agenda or phone call due to them having no internet
access at home. Parents are looking at getting a home computer to keep in touch with e-mails
and for their son to use for programs that we are starting to use with him at school. We will
with them to help learn how to use the computer/internet.
Resource Teacher
last edit October 27th
IEP meeting went well with several comments on what is working well at home and in school
Seems to be good communication with home, divisional clinicians, community services,
classroom teacher, and EA that is bringing more positive behaviours for him due to consistency
Educational Assistant is improving her skills with the Divisional Behaviourist’s and classroom
teacher’s support
Divisional Psychologist
last edit October 27th
Continue using daily schedule with him
Continue to be consistent with using positive reinforcement
Divisional Behaviourist
last edit October 27th
We have seen some improvement in the classroom with working closer to other students
because of sticker chart and consistent schedule
Always pre-warn if changes in schedule
When negative behaviours occur go through social scripts on what are good choices
Continue using behaviour plan
Social Worker
last edit October 27th, 2010
He was much happier about school and home when I spoke to him Oct. 29th at home in the
evening
Visit at school went well and all seems to be going well
I have applied for community services with parents
We are looking at applying for money to purchase a computer for them to use at home and he
will also be able to use some of the same programs the school is using with him.
Pediatrician
last edit October15, 2010
No changes in meds at this time
Conclusion
In conclusion, this initially took a lot of work to get started but has been worth the effort. As a
classroom teacher I feel much more informed about the student and who to contact if there are
concerns in a certain area. I do not have to rely on the resource teacher, who is not always
available. Usually the person I need assistance from has been quick to respond and provide
assistance to myself or the mom. The mom has said that she feels more comfortable and
informed with what is happening for her child with special needs. The family is now willing to
get assistance to purchase a computer for her child to use so he has similar programs that are
successful with him at school. Also, mom and dad are now willing to learn some computer skills
with our and the social worker’s assistance so she can communicate with us without having to
always come to the school or use the phone. The wiki website may be a possibility in the near
future. It has been a positive outcome in a very short period of time. Hopefully this will be able
to continue throughout the child’s life.
 Implications for students, teachers, and the future of education
 Parity among team members
 Voluntary participation
 A shared vision
 Effective communication
 Consensus decision making
 Mutual goals
 Shared resources
 Conjoined responsibilities
 Collective accountability for outcomes
 Shared framework
 Consistent transitional planning for student with special needs
 Greater parental involvement within and without of the school system
 Success for student with special needs
WRAPSEP in an Adult Educational Setting
Joel Wiebe – Teacher at an Adult Education Centre
Introduction
Since I work with students who attend an adult educational centre, I have decided to focus my
contribution to the WRAPSEP project with one of the students who currently attends our
school. Many of our students have, for whatever reason, been unable to complete their high
school diploma and are taking courses with the intention of fulfilling that goal. In most cases,
this has been done to improve personal employment prospects. It has been difficult to select a
student from our centre to write about because there are none that I know of that have special
needs that are of a kind that require a fully functional Wraparound Approach. Also, most of our
students are over the age of 18, and parental involvement, which I view as foundational for the
approach to work effectively, takes on a less active/important role. I did select a student,
however, partly because he has been diagnosed with ADHD and Asperger’s Syndrome (high
functioning ASD) and qualifies as a student with special needs, and partly because we get along
well. It is because of this relationship that he was willing to trust me to interview him and write
about him as a subject for my research. I have assured him that, although information about
his personal background and life situation would be written down and shared for the sake of
my research for a university course, his real name would not be used. In fact, he suggested that
I use a false name instead, “Pierre LeSharque”.
Contextual Background
Pierre is a 19 year old student who is new to our school this year (Regional Alternative
Educational Centre). He graduated from grade 12 in his home community high school last June.
According to his CUM files, he has received Guidance support since grade 5. Throughout his
years at his home community school he struggled with a variety of behavior issues. Pierre was
diagnosed with ADHD in 1999 and Aspberger’s Syndrome in 2002. He is academically
competent where information that is being presented is factual, but he has difficulty when
processing that information to applicable situations. He also has difficulties in communicating
with others in terms of social interactions. His resource support in his grade 12 school year
included Vocational Rehab connections, working through post-high school short and long term
goals, and supporting Pierre’s family for what happens for his learning in the coming year. Also,
Pierre has worked through self-awareness activities and problem solving around what happens
when things go wrong.
In his grade 12 school year, Pierre was involved in creating a PATH plan. Included in this
process was a school based team (teacher, guidance counselor, resource teacher and
administrator), a school division based social worker, and his mother and stepfather. Created
in January of 2010, Pierre’s personal goals (to be accomplished by January, 2012) have been to:
1. Take college courses
2. Accompany a local high school aged group as they plan and travel to Italy and Greece
3. Do some acting and continue to make people laugh
Family connections have been strengthened when PATH meeting was planned by the school
resource team, which they found particularly helpful.
Together with his mother and step-father, social worker and school resource team, Pierre also
provided input into with his own Individualized Education Plan (IEP). This document identified
his areas of strength, strategies found to be helpful, areas that needed continued support, as
well as additional recommendations:
Areas of strength







Use of satire and sense of humour
Conscientious and motivated to complete work and assignments (focus)
Vivid imagination
Eagerness to learn
Can begin to verbalize what ASD is
Acting – participated in school musical this year
Shows regret when he has upset someone
Strategies that help





Classroom structure and clear expectations around assignments and due dates are
important
Training for adults in ASD, using strategies from ASD document ?
One word directives with non-verbal signs when Justin is in an agitated state
Allowing wait time for Justin when asking questions
Current medication (Ritalin) working well
Areas that continue to require support


Accepting changes to his structured day
Polite and respectful language, i.e. when asking for help, anxious


Discerning appropriate behavior. Pierre uses the modeled behavior from his favourite
tv shows and sometimes those aren’t appropriate
Relationships with peers his own age
Additional recommendations







Enroll in college leveled courses
Life skills and independence
Opportunities to socially connect with others
Opportunities to do placements in a work environment with support
Remind teachers of Pierre’s need for routine, watch for difficult transitions
Connections for family with social worker may be a benefit
Vocational rehab support
Current Situation
After graduation from high school, Pierre’s mother felt that she would no longer be able to be
part of his educational programming. She is busy at home with his two younger siblings and
feels that since her eldest (Pierre) has graduated from high school her “job is already done.”
Without parental supports from home, the role of our centre as a transitional home for Pierre
to prepare himself for the world of work and independent living was an option that seemed like
a short term sensible choice. After applying for and receiving provincial government funding to
attend our centre (RAEC), which included an EA, Pierre’s educational support team from his
former high school recommended that he give our centre a try. At our centre, his case director
is our resource teacher/principal, who has had personal experience working with Asperger’s
Syndrome, since she happens to be a mother of a young boy diagnosed with that condition.
Our goal at RAEC is to provide him with the confidence and skills necessary for him to start
becoming more independent.
Pierre is currently attending RAEC from 9:30 to 2:30 each school day. He participates in regular
classroom activities. He requires the assistance of an EA in order to help focus, keep track, and
to support his understanding of appropriate behavior in different settings. Pierre sometimes
argues with staff members, which creates disruptions in the classroom space. When staff
members tell him what they are noticing about his tone of voice and behavior, and when they
suggest a different option, Pierre is willing to try different ways to solve problems. He also does
well when he is given time to process what he has heard, and time to calm down when he is
annoyed or agitated.
Pierre’s current IEP has identified three domains or goals:
1 Preparation for the Workforce
2 Social/Emotional Development
3 Independence
In working towards his first goal, Pierre is currently working in a Career Development
classroom-based course, which focuses on personal management, career exploration, and
employment skills. His EA attends the class with him to support his ability to focus, work
through problems and frustrations, and understand appropriate behaviour in the setting.
Strategies that staff members are using include clearly stating the purpose or goal of the
assignment, connecting that goal to the goals that we have set together for Pierre’s learning,
providing choices, and adapting the assignments. Pierre has also chosen and registered for his
first post-secondary course, a Financial Mathematics course at Assiniboine Community College,
which begins in January, 2011.
Pierre’s second goal is that of social/emotional development. When he is frustrated or
annoyed (anxious or agitated), he has a habit of arguing with people. Once the argument
begins, it is difficult for him to understand what other people are thinking or feeling, or to
change his behaviour. After a break, he is able to problem solve quite successfully, with
support. Signs that Pierre is becoming agitated include an inappropriate volume and tone of
voice, an increased rate of speech, and less listening. After a period of wait time, he can reflect
back accurately and can identify what has occurred, can accurately express what his needs are
in solving the problem, and is willing to listen to and consider the needs of others. Strategies
that have been included in Pierre’s IEP include:
1 Direct intervention with the resource teacher
2 Teacher modeling appropriate behaviours
3 Visual aid of the strategy
4 Collaborative Problem Solving model
5 Staff will do check-ins with him so that he is aware of the processes in place and adheres to
them
The final goal in his current IEP is that of fostering greater independence. Pierre is currently
living at home, and plans to do so until he is finished his schooling at RAEC. While he has been
given instruction at home about preparing for independent living, he has expressed interest in
learning how to plan and prepare meals. He has been working with an EA to plan and prepare
full meals, within a budget, for scheduled workshops within the school division. The meals have
been well-received and appreciated by the participants. Pierre has also expressed an interest in
identifying opportunities to participate in local theatre, so that he is continuing to develop in an
area of interest and talent.
PERSONAL ECO-MAP FOR PL
19 YEAR OLD STUDENT AT ADULT EDUCATION CENTRE
CENTRE
Family Mom
Family Dad
People at
School
Health
Pierre
Hobbies
Work
LaSharque
Extended
Family
Thick line indicates a
positive connection
Girlfriend
Friends
School
Thin line represents
neither a positive
nor a negative
connection
Church
Broken line
indicates a tenuous
connection
Arrows at the
beginning or end of
lines indicate
directional flow of
time and energy
Broken line
indicates a tenuous
Eco-map Details (Wraparound “Portfolio”)
for Pierre LaSharque
Family (Mother)
Pierre lives with mom, stepfather and two younger siblings, which is his “home base”
Mother and stepfather have been involved with school based team/clinicians in working
collaboratively
Pierre is a loner, doesn’t spend much time with others his own age, finds it hard to fit in prefers adults
Would like to see him have more contact with people his own age
He enjoys video games – spends much of his time at home gaming
Would like to have him do some more household chores (ex. Cleaning up, dishes, shoveling
snow, etc.)
Would like to see him take more initiative, without him having him to be asked to do something
Does not have much of a routine outside of school
Is sensitive to little noises when it’s quiet; at other times he can shut everything out – he can
either hear nothing or hear everything
Fights with younger brother (ten years younger), pesters and bothers him (aggressor in sibling
relationships)
Frustrated and wants to “give up on this because I’m done” – wants to be rid of parental
responsibilities, for him to handle life on his own, yet this conflicts with maternal instincts to
provide and protect
Not interest in receiving problem solving supports at home
What programming we are doing at RAEC does not match what’s going on at home
Stressful, tenuous relationship between the mother and the son
Family (Father)
Pierre sees his father and his wife every other weekend
He enjoys time with his father, whom he views as more easygoing and less punitive than his
mother - sometimes lets him “get away” with not taking his medication
His father has not been involved with Pierre’s PATH or IEP
Hobbies
Pierre is passionate about video gaming
At present he is thinking about, planning and writing a mystery novel – this is currently being
done at school rather than at home
Work
Pierre works every other Saturday evening at a bingo hall canteen
He finds this job easy, comfortable and enjoyable
Church
Church is attended only on special occasions (Christmas, Easter, etc.)
Neither a positive nor a negative impact on his life
Friends
There is one friend (female, but not a girlfriend) with whom Pierre would like to be more than
“just friends”, but she has indicated that she is not interested in more than just a “friendship”
Although Pierre does talk about friends, in reality, he has had no contact with any of his high
school peers since graduation last June
His lack of friends makes Pierre feel lonely and he has expressed interest in wishing to have
more of them
Improved communication and social skills is one of the goals that he has identified that he
needs to work on
EA
Structures and schedules are not vital to Pierre’s learning at this point – he is remarkable
flexible in dealing with changes in his daily routine
However, there are distractions that need redirection/supervision
He enjoys reading, but not as something he would do in his personal time
Rewards, such as time allowed to work on his personal novel, can be used as effective
motivators
Pierre struggles with the urge to argue when it comes to dealing with differing points of view –
when this happens, he is learning to take breaks, calm down and do collaborative problem
solving
He has difficulty getting along with others – he is very opinionated and unknowingly makes
others feel criticized and ostracized – he is learning to improve his awareness of others as well
as self awareness through collaborative problem solving
Relationship with EA and other staff at RAEC is positive and Pierre finds it both purposeful and
helpful
Resource Teacher/Principal
Pierre is working towards a certificate in Business Administration through the Assiniboine
Community College
His first course, Financial Mathematics, will be starting in January, 2011
He has received provincial funding to cover the cost of his EA while here at RAEC (2 years)
Once he turns 21, his public funding for school will end – after that point he may be eligible for
vocational rehab funding
His newly revised IEP, written with Pierre’s participation, includes social goals that follow a selfadvocacy curriculum developed by Valerie Paradiz1
Divisional Psychologist
Last mention of school division psychologist involvement with Pierre was in March, 2004, at
the time he and his family were first coming to terms with the ADHD and Asperger’s diagnosis
Social Worker
A school division based social worker had been involved with the family and the school based
team until his graduation from grade twelve
Reasonably positive relationship with the family, better relationship with Pierre
Pediatrician
Pierre is in good health, with vision and hearing within the normal range
He requires no special aids or devices
He is being medicated with Methylphenidate (Ritalin) twice a day – Pierre administers his own
medication, under the supervision of a support staff
1
Paradiz, V. (2009). The Integrated Self-Advocacy ISA Curriculum. Shawnee Mission, Kansas: Autism Asperger
Publishing Company.
The dosage has increased since his initial diagnosis
Vocational Rehab
Pierre has met with a Vocational Rehab representative who has identified what services are
available to him once school is finished
He has also attended Pierre’s PATH meeting
Conclusion
This project has taken much effort and time, but it certainly has been worth it from my
perspective. Even though Pierre is not enrolled in one of the courses that I teach at RAEC, I
have gotten to know him (and his EA) much better. His openness to talk about personal and
potentially sensitive subjects shows that he trusts our relationship and I appreciate his
willingness to do so. Throughout our discussion, I shared personal information about my own
background, interests, and struggles as well, and that all contributes to a meaningful
relationship. I found that the personal eco-map was a great starting point to begin our
conversation because it is easy to enough explain and undertake, but is also flexible enough to
fit the complexities of any person’s individual situation and allows for plenty of elaboration.
The visual nature of the diagram is also appealing to those who prefer less chunks of written
text. It allows for self reflection without having too many “words on the page”.
Pierre didn’t have a portfolio that has followed him throughout his school years, but I was able
to look through some of his CUM file reports, his PATH plan and his current IEP. In a sense,
these function as his portfolio, both educationally and personally, because they contain
important information about his educational accomplishments, personal goals and assessments
by professionals involved throughout his life.
There is no WRAPSEP model as such in place for Pierre, and in his case, it may not be necessary.
At this point in his life, there is no functional need to have a large collaborative team of
teachers, resource teachers, administrators, various clinicians (within the school division and
beyond), medical professionals and other specialists involved with his case. Because of his age
and with his situation at home, even his parents are no longer active participants in his case.
What does matter, however, is that he is involved. He has an active role in providing ideas and
goals, and then reflecting on and providing feedback/assessment for his own personal
programming (PATH, IEP, etc.), and this seems to be working well for him. He is collaborating
with his teachers at RAEC and is finding meaningful and positive ways to build capacity for his
own learning and personal growth. And this is what I believe that the WRAPSEP concept
ultimately intends to do.
Some of the Resources that we have been reading and using at RAEC include:
Aspy, R., Grossman, B. G. (2008). Design comprehensive interventions for individuals with highfunctioning autism and Asperger syndrome: The Ziggurat model. Shawnee Mission, KS:
Autism Asperger Publishing Company.
Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome. Philadelphia: Jessica Kingsley
Publishers.
Attwood, T. (2008). An overview of autism spectrum disorders. In Buron, K., & Wolfberg, P.,
Learners on the autism spectrum spectrum: Preparing highly qualified educators (pp. 1938). Shawnee Mission, KS: Autism Asperger Publishing Company.
Murray-Slutsky, C. & Paris, B. (2000). Exploring the spectrum of autism and pervasive
developmental disorders. Austin, TX: Hammill Institute on Disabilities.
Murray-Slutsky, C. & Paris, B. (2005). Is it sensory or is it behavior? Austin, TX: Hammill Institute
on Disabilities.
Hudson Baker, P., Murray, M., Murray-Slutsky, C., and Paris, B. Faces of Autism. Educational
Leadership, October, 2010. 44-45.
Paradiz, V. (2009). The Integrated Self-Advocacy ISA Curriculum. Shawnee Mission, Kansas:
Autism Asperger Publishing Company.
Shore, S. (2003). Beyond the Wall. Shawnee Mission, KS: Autism Asperger Publishing Company.
Simone, R. (2010). Asperger’s on the Job. Arlington, TX: Future Horizons.
Autism Society of America: www.austism-society.org
Autism Speaks: www.autismspeaks.org
Geneva Centre for Autism: www.autism.net
National Development Center on Autism Spectrum Disorders: http://autismmpdc.fpg.unc.edu
Organization for Austism Research: www.researchautism.org
Initial List of References and Resources
Bartlett, N. and Freeze, R. (2005). Rethinking the system of care in Manitoba. Exceptionality
Education Canada, 15(1), 43-60.
Brewer, C. (1983). Direction: The coordination of social services. In J. G. Chambers & W. T.
Hartman (Eds.), Special education policies their history, implementation and finance (pp.
169-189). Philadelphia, US: Temple University.
Bronfenbrenner, U. (1994). Ecological models of human development. International
Encyclopedia of Education, Vol. 3 (2nd. Ed.) Oxford, UK: Elsevier Sciences Ltd.
Brym, R., Lie, J., & Rytina, S. (2010). Sociology: Your Compass for a New World. Toronto, ON;
Nelson Education Ltd.
Chambers, C., Hughes, C. & Carter, E. (2004). Parent and sibling perspectives on the transition
to adulthood. Education and Training in Developmental Disabilities, 39, 79-94.
Clark, H. B., and Clarke, R. T. (1996). Research on the wraparound process and individualized
services for children with multisystem needs. Journal of Child and Family Studies, 5(1), 15.
Eber, L., Osuch, R., & Redditt, C. (1996). School-based applications of the wraparound
process: Early results on service provision and student outcomes. Journal of Child and
Family Studies, 5(1), 83-89.
Evans, M. E., Armstrong, M. I., & Kuppinger, A. D. (1996). Family-centred intensive case
management: A step toward understanding individualized care. Journal of Child and
Family Studies, 5(1), 55-65.
Freeze, D.R. (1995). Promoting Successful Transitions for Students with Special Needs.
Gloucester, ON: The Canadian Council for Exceptional Children.
Freeze, R.D. (1996). Collaboration and Consultation in elementary schools: Strategies to
manage diversity. In J. Andrews, (Eds.), Teaching students with diverse needs: Elementary
Classrooms (pp. 38-60). Toronto: Nelson Canada.
Freeze, R. D., Bravi, G. & Rampaul, W. (1989). Special education in Manitoba: A consultative-
collaborative service delivery model. In M. Csapo & Goguen (Eds.), Special education
across Canada: issues and concerns for the 90’s (pp. 47-79). Vancouver, BC: Centre for
Human Development and Research.
Freeze, D.R., Kueneman, R., Frankel, S. & Mahon, M. (1999). Passages to Employment.
International Journal of Practical Approaches to Disability, 23(3), 3-13.
Freeze, D.R., Kueneman, R., Moffat, M., & Jones, K. (1995). Team Booklet: Organizer for the
Individual Transition Planning Meeting. Winnipeg, MB: Manitoba Transition Project.
Available c/o Manitoba Transition Project, Rm. 206, Department of Educational
Psychology, Faculty of Education, University of Manitoba, Winnipeg, MB, Canada, R3T
2N2.
Friend, M. & Cook, L. (1992). Interactions: Collaboration skills for school professionals. White
Plains, NY: Longman Publishing Group.
Garland, C., McGonigel, M., Frank, A. & Buck, D. (1989). The transdisciplinary model of service
delivery. Lightfoot, VA: Child Development Resources.
Getzel, E. E. (1990). Entering postsecondary programs: Early individualized planning. Teaching
Exceptional Children, 23(1), 51-53.
Grigal, M., Neubert, D. A., & Moon, M. S. (2002). Postsecondary options for students with
significant disabilities. Teaching Exceptional Children, 35(2), 68-73.
Halpern, A. (1994). The Transition of Youth with Disabilities to Adult Life: A Position Statement
of the Division on Career Development and Transition, The Council for Exceptional
Children, Fall 1994,17, 115-124.
Kaiser, S. M. & Woodman, R. W. (1985). Multidisciplinary teams and group decision-making
techniques: Possible solutions to decision-making problems. School Psychology Review,
14(4), 457-470.
Killean, E. & Hubka, D. (1999). Working towards a coordinated national approach to services,
accommodations, and policies for post-secondary students with disabilities: Ensuring
access to higher education and career training. Ottawa, ON: National Educational
Association of Disabled Students, Carleton University.
Koskie, J. and Freeze, R. (2000). A critique of multidisciplinary teaming: Problems and
possibilities. Developmental Disabilities Bulletin, 28(1), 1-17.
Kuenemman, R. and Freeze, R. (1997). Individual transition planning: Parents’ and teachers’
perceptions of the PATH planning process and subsequent plan implementation.
Developmental Disabilities Bulletin, 25(1), 1-26.
Kueneman, R., Freeze, D.R., Moffat, M., & Jones, K. (1995). Parent Booklet: Organizer for the
Individual Transition Planning Meeting. Winnipeg, MB: Manitoba Transition Project.
Available c/o Manitoba Transition Project, Rm. 206, Department of Educational
Psychology, Faculty of Education, University of Manitoba, Winnipeg, MB, Canada, R3T
2N2.
Lyon, S. & Lyon, G. (1980). Team functioning and staff development: A role release approach
to providing integrated educational services for severely handicapped students. The
Journal of the Association for the Severely Handicapped, 5, 250-263.
Matanga, Z., Duchesne, H., Freeze, R., and Nyachoti, M. (2008). Disability and diversity in
Canada: Problems and opportunities in creating accessible and inclusive learning and
service delivery environments. The Journal of the International Association of Special
Education, 9 (1), pp. 89-104.
Moffat, M., Freeze, D.R., Kueneman, R., & Jones, K. (1995). Student Booklet: Organizer for
the Individual Transition Planning Meeting. Winnipeg, MB: Manitoba Transition Project.
Available Educational Psychology, Faculty of Education, University of Manitoba, Winnipeg,
MB, Canada, R3T 2N2.
Ness, J. E. (1989). The high jump: Transition issues of learning disabled students and their
parents. Academic Therapy, 25(1), 33-40.
Newbert, D. A., Tilson, G. P., & Ianacone, R. N. (1989). Postsecondary transition needs and
employment patterns of individuals with mild disabilities. Exceptional Children, 55, 494500.
Nuehring, M. L. & Sitlington, P. L. (2003). Transition as a vehicle: Moving from high school to
an adult vocational service provider. Journal of Disability Policy Studies, 14(1), 23-35.
Ormerod, J. J., & Huebner, E. S. (1988). Crisis intervention: Facilitating the parental
acceptance of a child’s handicap. Psychology in the Schools, 25, 422-428.
Pearpoint, J., Forest, M., & Snow, J. (1992). The Inclusion Papers: Strategies to Make
Inclusions Work. Toronto, ON: Inclusion Press.
Peters, J. M., Templeman, T. P., & Brostrom, G. (1987). The school and community
partnership: Planning transition for students with severe handicaps. Exceptional Children,
53 (6), 531-536.
Pfeiffer, S. I. (1981). The problems facing multidisciplinary teams: As perceived by team
members. Psychology in Schools, 18(3), 330-333.
Rosenblatt, A. (1996). Bows, ribbons, tape and twine: Wrapping the wraparound process for
children with multi-system needs. Journal of Child and Family Studies, 5(1), 101-107.
Rusch, F. R., Destefano, L., Chadsey-Rusch, J., Phelps, L. A., and & Szymanski, E. (1992).
Transition from School to Adult Life. Sycamore, IL: Sycamore Publishing Co.
Sears, C. (1981). The transdisciplinary approach: A process for compliance with Public Law 94142. The Journal of the Association for the Severely Handicapped, 6, 22-29.
Smith, G. J., Edelen-Smith, P. J., & Stodden, R. A. (1995). How to avoid the seven pitfalls of
systematic planning. Teaching Exceptional Children, 27, 42-47.
Steere, D. E., & Cavaiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition
planning. Teaching Exceptional Children, 34(6), 54-59.
Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Growing up: Transitions to adult life for
students with disabilities. Boston, MA: Allyn & Bacon.
Szymanski, E. M. (1994). Transition: Life-span and life-space considerations for empowerment,
Exceptional Children, 60, 402-410.
Thousand, J. S. & Villa, R. A. (1992). Collaborative teams: A powerful tool in school
restructuring. In R. A. Villa, J. S. Thousand, W. Stainback & S. Stainback (Eds.),
Restructuring for caring and effective education: An administrative guide to creating
heterogeneous schools (pp. 73-108). Baltimore: Paul H. Brookes Publishing Co.
Timmons, J., Whitney-Thomas, J., McIntyre, J., Butterworth, J., & Allen, D. (2004). Managing
service delivery systems and the role of parents during their children’s transitions. Journal
of Rehabilitiation, 70, 19-26.
Turnbull, A. P., Summers, J. A., & Brotherson, M. J. (1986). Family life cycle. In A. P. Turnbull &
H. R. Turnbull (Eds.), Families, professionals and exceptionality: A special partnership.
Columbus, OH: Merrill Publishing.
Waggoner, K., & Wilgosh, L. (1990). Concerns of families of children with learning disabilities.
Journal of Learning Disabilities, 23, 97-98, 113.
Weiten, W., & McCann, D. (2010). Psychology: themes and variations. Toronto, ON; Nelson
Education Ltd.
Wehman, P. (1990). School to work: Elements of successful programs. Teaching Exceptional
Children, 23(1), 40-43.
Yolanda, R. K., Fenton, K. S., Maxwell, J. P., & Kaufmann, M. H. (1978). Group decision making
in the Planning Team Process: Myth or Reality. Journal of School Psychology, 16(3), 237244.