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WHAT'S CADRE CAUCUS?
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Ideas that Work, U.S. Office of Special Education Programs
WHAT'S PRACTITIONER LIST SERVE?
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Consortium for Appropriate Dispute Resolution (CADRE)

Parent Educator Exceptional Resource (PEER)

The missions of the PEERs is to provide up-to-date information, resources and support to parents of children with disabilities, facilitate partnerships between families and the school system, help parents gain access to accurate information and support services and provide referrals to community, state and federal resources.

Settings & Use
    Practice Setting(s): The PEER teams are collaboratively sponsored through the Exceptional Student Education Department, Florida Diagnostic and Learning Resources System, and Family Network on Disabilities to serve all the schools in the county.

Resources Involved
    Personnel: The PEER is a specially trained parent of a child with a disability in the school district or an educator with knowledge of children with disabilities.

Process Steps
    PEERS can provide information to parents about resources, agencies, departments in the school system, and types of programs. A PEER can provide information about training opportunities that parents might enjoy attending or that might assist parents providing for children with special needs. Also, PEERS can help design trainings and workshops that are suggested by the parents in the community.

Education, Training, Skills & Experience
    The PEER is a specially trained parent of a child with a disability in the school district or an educator with knowledge of children with disabilities.

Research, Literature and Experience
    From personal experiences, PEERS have learned that positive teamwork among schools and families is the key to children's success.

Practice Author
    Wilbur Hawke
Sharing the Commitment Parent Liaison
wilburhawke@earthlink.net
Practice Continuum Placement
Relative to other practices in the CADRE Continuum, how might the above practice be comparatively considered from several vantage points? Placement of a practice on the continua that follow is approximate and subjective. For example, how "easy" or "hard" any practice is to implement would depend on the interplay of many (i.e., procedural, political, personal, systemic, resource, etc.) variables.
easy to implement hard to implement
- - 3 (on a scale from 1 to 7, where 1=easy to implement and 7=hard to implement) 4 (on a scale from 1 to 7, where 1=easy to implement and 7=hard to implement) 5 (on a scale from 1 to 7, where 1=easy to implement and 7=hard to implement) - -
limited cooperation needed significant cooperation needed
- - 3 (on a scale from 1 to 7, where 1=limited cooperation needed and 7=significant cooperation needed) 4 (on a scale from 1 to 7, where 1=limited cooperation needed and 7=significant cooperation needed) 5 (on a scale from 1 to 7, where 1=limited cooperation needed and 7=significant cooperation needed) - -
least cost highest cost
- 2 (on a scale from 1 to 7, where 1=least cost and 7=highest cost) 3 (on a scale from 1 to 7, where 1=least cost and 7=highest cost) 4 (on a scale from 1 to 7, where 1=least cost and 7=highest cost) - - -
immediate benefit future benefit
- 2 (on a scale from 1 to 7, where 1=immediate benefit and 7=future benefit) 3 (on a scale from 1 to 7, where 1=immediate benefit and 7=future benefit) - - - -
time efficient time consuming
- 2 (on a scale from 1 to 7, where 1=time efficient and 7=time consuming) 3 (on a scale from 1 to 7, where 1=time efficient and 7=time consuming) - - - -
limited training needed significant training needed
- 2 (on a scale from 1 to 7, where 1=limited training needed and 7=significant training needed) 3 (on a scale from 1 to 7, where 1=limited training needed and 7=significant training needed) 4 (on a scale from 1 to 7, where 1=limited training needed and 7=significant training needed) - - -