Post on 21-Dec-2015
transcript
The Self-Advocacy Strategy
A Motivation Strategy
University of Kansas Center for Research on Learning 2000
2
Self-Advocacy
Self-advocacy refers to the ability of an individual to effectively communicate, convey, negotiate, or assert one's own interests, desires, needs, and rights. It assumes the ability to make informed decisions. It also means taking responsibility for those decisions. Providing students with opportunities to learn and use decision making and self-advocacy skills can help prepare them to become full participants in a democratic society.
University of Kansas Center for Research on Learning 2000
3
Transition Services Defined
Coordinated set of activities
Outcome-oriented process
Promotes movement from school to post-school activities
• (PL 101-476, 602 [a] [19])
University of Kansas Center for Research on Learning 2000
4
Coordinated Set of Activities
Based upon:– The individual student's needs– The student's preferences and interests– Instruction, community experiences for employment– Adult living goals– Acquisition of daily living skills– Vocational evaluation
University of Kansas Center for Research on Learning 2000
5
Outcome-Oriented Process
Designed within an outcome-oriented processthat focuses on:
The transition from school to adult lifeIntegrated employmentVocational trainingCommunity and adult educationAdult servicesIndependent living or community participation
University of Kansas Center for Research on Learning 2000
6
Transition Service Planning Areas
Further Education or TrainingEmployment/Vocational TrainingFinancialIndependent Living/Living OptionsLeisure/Recreation
LegalMedical/DentalPersonal/Family RelationshipTransportationUtilize State and Community Resources
University of Kansas Center for Research on Learning 2000
7
Pertinent Setting Demands
Student participation in education and/or transition planning conferencesStudent participation in classes, clubs, meeting, and school activities; job interviews, locating and using services and resourcesStudent participation in meetings with teachers, counselors, administrators, and employersStudent participation in the community
University of Kansas Center for Research on Learning 2000
8
Purposes
To focus students' attention on their strengths as well as their areas to improve or learnTo give students the skills that will allow them to take an active role in decision makingTo teach students a way of getting organized before a conference or meetingTo teach students techniques for effectively communicating their education and transition strengths, areas to improve or learn, and goals
University of Kansas Center for Research on Learning 2000
9
StepsIdentify their strengths, areas to improve or learn, goals, and choices for learning or needed accommodationsParticipate in education and/or transition planning conferences– state their strengths, areas to improve or learn, and choices
for learning or accommodations– exhibit appropriate social and communication skills– respond to and ask questions of others– state their goals
University of Kansas Center for Research on Learning 2000
10
RationalesThe Self-Advocacy Strategy makes students active participants in decision making about their education and transition into adulthood.The Self-Advocacy Strategy provides students with a sense of control over the learning and development process and over the direction of their future.The Self-Advocacy Strategy provides students with a set of communication skills that can be used in a variety of settings and circumstances.
University of Kansas Center for Research on Learning 2000
11
Philosophical Underpinnings
Most students can learn to be successful in mainstream settings.
The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers.
The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students.
Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies.
University of Kansas Center for Research on Learning 2000
12
Important Terms and Concepts
MotivationMotivesAttributions Goal StructuresDecision-MakingChoice and ControlGeneralization
University of Kansas Center for Research on Learning 2000
13
Concepts Included in theSelf-Advocacy Strategy
Nonverbal and verbal behaviors necessary for good communicationBenefits of self-talkActive versus passive listeningMaking informed decisionsBecoming a self-advocate
Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas
University of Kansas Center for Research on Learning 2000
14
Concepts Included in theSelf-Advocacy Strategy
Self-awareness skillsSocial skills– Planning– Accepting criticism and feedback– Conversation skills– Questioning– Getting information– Negotiation– Accepting responsibilityAdapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas
University of Kansas Center for Research on Learning 2000
15
Being in Control
What is it?
How does it apply to students?
What can I do to encourage it?
Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas
University of Kansas Center for Research on Learning 2000
16
Percentage of Goals Appearing on IEP
Specified by Student During IEP Conference
86 %
13 %
Results
Trained Students
Comparison Group
University of Kansas Center for Research on Learning 2000
17
Selecting the Students
Students who are expected to participate in decision-making about their educational, vocational, and transition goals
Students who are willing to set goals and take steps to improve themselves
University of Kansas Center for Research on Learning 2000
18
Instructor's Manual Contents
IntroductionInstructional Methods– Stage 1: Orient and Obtain Commitment– Stage 2: Describe– Stage 3: Model and Prepare*– Stage 4: Verbal Practice– Stage 5: Group Practice and Feedback*
* Separate stages for Education or Transition Planning Conferences
University of Kansas Center for Research on Learning 2000
19
Instructor's Manual Contents
IntroductionInstructional Methods (cont.)– Stage 6: Individual Practice and Feedback– Stage 7: Generalization
Part I: Preparing for and Conducting the Planning Conference
Part II: Preparing for Other Uses of the Strategy
Part III: Preparing for Subsequent Conferences
University of Kansas Center for Research on Learning 2000
20
Instructor's Manual Contents
– Appendix A: Evaluation Guidelines
– Appendix B: Instructional Materials
– Appendix C: Education and Transition Conference Probe Question Guides
University of Kansas Center for Research on Learning 2000
21
Student Folder Contents
Front Cover: Progress Chart
Eventual Contents: Cue Cards
Inventory Sheet
Worksheets
Skill Lists
Verbal Practice Checklist
Individual Mastery Checklist
Self-Advocacy StrategyProgress Chart
Student's Name:
STAGE 3A: MODEL, LESSON 1
STAGE 3A: MODEL, LESSON 2
STAGE 3A: MODEL, LESSON 3
STAGE 3B: MODEL, LESSON 1
STAGE 3B: MODEL, LESSON 2
STAGE 3B: MODEL, LESSON 3
STAGE 4: VERBAL PRACTICE
STAGE 5: GROUP PRACTICE
STAGE 6: INDIVIDUAL PRACTICE
STAGE 7: GEN., PART I
STAGE 8: GEN., PART II
STAGE 9: GEN., PART III
Goal Date Completion Date Mastery Met (Teacher’s Initials)
STUDENT NAMESStage 1: Stage 2: Stage 3A: Stage 3B: Stage 4: Stage 5: Stage 6: Stage 7: Stage 7: Stage 7:
Commitmentsand Make
OrientDescribe
Model & Practice
(Education)
Model &Prepare
(Transition)
Verbal Practice
Group Practice &Feedback
IndividualPractice & Feedback
Generalization
Part I
Generalization
Part II
Generalization
Part III
Management ChartEducation Conferences Transition Conferences
University of Kansas Center for Research on Learning 2000
24
The "SHARE" BehaviorsSit up straight
Have a pleasant tone of voice
Activate your thinkingTell yourself to pay attentionTell yourself to participateTell yourself to compare ideas
Relax Don't look uptight
Tell yourself to stay calm
Engage in eye communication
University of Kansas Center for Research on Learning 2000
25
Steps of the Self-Advocacy Strategy
Step 1: Inventory your– Strengths– Areas to improve or learn– Goals– Choices for learning or accommodations
Step 2: Provide your inventory informationStep 3: Listen and respondStep 4: Ask questionsStep 5: Name your goals
University of Kansas Center for Research on Learning 2000
26
I PLANStep 1: Inventory your
– strengths– areas to improve or learn– goals– choices for learning or accommodations
When: Before the conference
How: 1. Think about the inventory areas.2. Complete a worksheet.3. Make your Inventory.
University of Kansas Center for Research on Learning 2000
27
University of Kansas Center for Research on Learning 2000
28
University of Kansas Center for Research on Learning 2000
29
University of Kansas Center for Research on Learning 2000
30
University of Kansas Center for Research on Learning 2000
31
University of Kansas Center for Research on Learning 2000
32
I PLANStep 2: Provide your inventory information
When: The discussion centers on your– strengths– areas to improve or learn– goals– choices for learning or accommodations
How: 1. Use the "SHARE" Behaviors.
2. Use your Inventory.
3. Make complete statements.
University of Kansas Center for Research on Learning 2000
33
I PLANStep 3: Listen and respond
When:
Listen when:– someone is making a statement– someone is asking a question
Respond when:– someone asks you a question– you have information to add
University of Kansas Center for Research on Learning 2000
34
I PLANStep 3: Listen and respond
How: 1. Be an active listener.• Use head nods• Paraphrase to yourself• Ask yourself questions
2. Use the "SHARE" Behaviors.3. Use your Inventory.4. Use positive statements.5. Negotiate agreement.
University of Kansas Center for Research on Learning 2000
35
I PLANStep 4: Ask questions
When: You need information.You don't understand what people
are saying.
University of Kansas Center for Research on Learning 2000
36
I PLAN
Step 4: Ask questions
How: 1. Use the "SHARE" Behaviors.
2. Use "Who," What," "When," "Where," "Why," "Which," or "How" to
begin questions.
3. Ask complete questions.
4. Ask one question at a time.
University of Kansas Center for Research on Learning 2000
37
I PLAN
Step 5: Name your goalsWhen: Near the end of the conference.How: 1. Use the "SHARE" Behaviors.
2. For each goal tell:– What you want to do.– When you want to complete it.
University of Kansas Center for Research on Learning 2000
38
Lesson 1 Do: Complete InventoryStrengths and Areas to Improve or LearnComplete Worksheet
Need: InventorySkill Lists
Worksheet
Lesson 2 Do: Teacher models "PLAN" and "SHARE”
Need: Model Cards
Lesson 3 Do: Complete the Inventory
Need: InventorySkill ListsWorksheet
Stage 3: Model And Prepare
for Education and/or Transition Planning Conference
Developed by Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas
University of Kansas Center for Research on Learning 2000
39
Reading Skills List
Can You:– 1. Name letters?– 2. Say the consonant sounds?– 3. Say the vowel sounds (short and long)?– 4. Use the meaning of the rest of the sentence to
figure out an unknown word?– 5. Use a dictionary to find the meaning of words?– 6. Break words into syllables?– 7. Find prefixes and suffixes in words?– 8. Use prefixes and suffixes to figure out the meaning
of a word?
University of Kansas Center for Research on Learning 2000
40
Reading Skills List
Can You:– 9. Survey a chapter to determine main topics to be covered in
the chapter?– 10. Find and remember the main ideas in a paragraph?– 11. Find and remember the details in a paragraph?– 12. Form a "picture" of a story in your mind as you read?– 13. Remember the sequence of a story or an event?– 14. Organize concepts, ideas and facts as you read?– 15. Ask yourself questions about what you've read?– 16. Scan a reading passage to find the answers to questions?
University of Kansas Center for Research on Learning 2000
41
Reading Skills ListCan You:– 17. Use what you already know about a topic to understand
what you have read?– 18. Learn the meaning of new vocabulary words?– 19. Review the main points and important details of a
chapter after you read it?– 20. Use the table of contents and index of a book?– 21. Use the glossary and appendices of a book?– 22. Use charts and graphs to get key points from a chapter?– 23. Locate specific books, journals, and articles in a library?– 24. Name different types of literature?– 25. Read for different purposes?
University of Kansas Center for Research on Learning 2000
42
Independent Living Skills ListsCan You:– 1. Organize and maintain possessions?– 2. Bath and groom self regularly?– 3. Select clothes (choosing colors, styles, bargains)?– 4. Interpret weather information and dress accordingly?– 5. Wash, dry, and iron clothes?– 6. Plan and cook balanced meals?– 7. Store food, package and use left-overs?– 8. Read and follow label directions?– 9. Store hazardous materials and medicines?– 10. Shop for necessary living items, including groceries?
University of Kansas Center for Research on Learning 2000
43
Independent Living Skills Lists
Can You:– 11. Operate other household appliances (oven, microwave,
dishwasher, vacuum, TV, stereo, VCR, etc.)?– 12. Clean apartment/house?– 13. Decorate and maintain an apartment/house?– 14. Make basic home repairs?– 15. Arrange for garbage/trash collection and utility services
(i.e., water, gas, electricity, telephone)?– 16. Keep and use a calendar and address book?
University of Kansas Center for Research on Learning 2000
44
Independent Living Skills Lists
Can You:– 17. Use a telephone and telephone book?– 18. Ask for and give directions?– 19. Use public transportation and read schedules?– 20. Ride a bicycle?– 21. Drive a car?– 22. Maintain a car and fix a flat tire?– 23. Read a map and interpret road signs?– 24. Plan and take a trip?– 25. Develop and maintain an exercise schedule?
The Self-Advocacy Strategy Name:
Date:
EDUCATION WORKSHEET
Classes Skills Needed for Success Skills to Improve or Learn
University of Kansas Center for Research on Learning 2000
46
Situation #1 Student's Name:
You are the school psychologist.
Say: "Okay. We are meeting today to discuss your goals for next year, but before we do that, let's talk about your strengths. What is your biggest strength in school?"
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
47
Situation #2 Student's Name:
You are the school counselor.
Say: "What skills do you use when you're reading?"
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
48
Situation #3 Student's Name:
You are a parent.
Say: "I'm concerned about howis doing in school. I don't thinkknows how to study for tests.”
Listen to the response and then say: "You don't know how to study for history tests where there are a lot of little facts to remember.”
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
49
Situation #4 Student's Name:
You are the school principal.
Say: "What is your study routine?”
Listen to the response and then say: "What I mean is, how do you study for a test? What's the first thing you do, the second thing you do, and so forth?"
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
50
Situation #5 Student's Name:________
You are a parent.
Say: "I want ___________ to go to college, but _____________doesn't seem to have any interest in it."
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
51
Situation #6 Student's Name:______
You are a teacher.
Say: "Well, that just about wraps it up."
Education Conference Model Cards
University of Kansas Center for Research on Learning 2000
52
Situation #1 Student's Name:______
You are the school psychologist.
Say: "Thank you for being here. We are meeting today to discuss your goals, plans, and needs in moving from school to adult life. But before we do that, let's talk about your strengths. What skills have you developed to prepare you for life as an adult?"
Transition Conference Model Cards
University of Kansas Center for Research on Learning 2000
53
Situation #2 Student's Name:____________
You are the school counselor.
Say: "If you have personal, family, alcohol, or drug problems, what you do or where would you go for help?"
Transition Conference Model Cards
University of Kansas Center for Research on Learning 2000
54
Situation #3 Student's Name: ___________
You are a parent.
Say: "I'm concerned that ____________doesn't seem to know how to deal with money. I just don't know how he/she is going to make it on his/her own.”
Listen to the response and then say: "You don't save or budget your money. How do you expect to live like that?"
Transition Conference Model Cards
University of Kansas Center for Research on Learning 2000
55
Situation #4 Student's Name:_______
You are the vocational evaluator.
Say: "What employment or vocational skills do you have?"
Listen to the response and then say: "What I mean is, what skills do you have for getting and keeping a job?"
Transition Conference Model Cards
University of Kansas Center for Research on Learning 2000
56
Helpful Activities:
1. The activities I learn best from are:
a. reading i. working on lab projectsb. listening j. working on shop projects c. taking notes k. completing study guidesd. watching l. (other) _________e. discussing f. writing reports g. making oral reportsh. working math problems
Choices for Learning
University of Kansas Center for Research on Learning 2000
57
Helpful Activities:
2. Materials for equipment that help me learn are:
a. flash cards g. films/videosb. dictionary h. typewriterc. calculator i. chartsd. computer j. shop toolse. games k. (other)f. tape recorder
Choices for Learning
University of Kansas Center for Research on Learning 2000
58
Learning Preferences:
1. I learn best when I work:
a. by myselfb. by myself with a teacherc. with a tutord. with another studente. (other)
Choices for Learning
University of Kansas Center for Research on Learning 2000
59
Learning Preferences:
2. I learn best in the following groups:
a. large groups for lecturesb. medium groups (3-6 people)c. small groups (2-3 people)d. on my owne. with one other personf. (other)
Choices for Learning
University of Kansas Center for Research on Learning 2000
60
Learning Preferences:
3. When taking tests, I do best on:
a. multiple-choice, true-false, or matching testsb. short-answer or essay testsc. open-note or open-book testsd. take-home teste. when I answer out loudf. (other)
Choices for Learning
Attempts
Naming Strategy Steps 1 2 3 4 5 6InventoryProvide inventory informationListen and respondAsk questionsName your goals
Naming "SHARE" Behaviors 1 2 3 4 5 6Sit up straightHave a pleasant tone of voiceActivate your thinkingRelaxEngage in eye communication
TotalPercentage Correct
Date
Answering Questions 1 2 3 4 5 6Question 1Question 2Question 3
TotalPercentage Correct
Date
The Self-Advocacy Strategy Verbal Practice Checklist
Student's Name:
University of Kansas Center for Research on Learning 2000
62
What Happens at an IEP Conference?
Conference Beginning– Introductions are made.– The conference purpose is explained.– Legal rights are explained.
University of Kansas Center for Research on Learning 2000
63
What Happens at an IEP Conference?
Discussion of Learning Progress
– Your school progress, including progress toward graduation, is reviewed.
– Your test performance is described.
– The meaning of test results is explained.
– Your strengths and areas to improve or learn are discussed.
– Your questions are answered.
– Your ideas are considered.
University of Kansas Center for Research on Learning 2000
64
What Happens at an IEP Conference?
Discussion of Goals– Education goals are suggested.– Agreement is reached.– Goal statements are written.
University of Kansas Center for Research on Learning 2000
65
What Happens at an IEP Conference?
Discussion of Services– Available options are described.– Opinions are considered.– Service statements are written.
University of Kansas Center for Research on Learning 2000
66
What Happens at an IEP Conference?
Conference Conclusion– Your education plan is summarized.– Responsibilities are specified.– A review date is set.
University of Kansas Center for Research on Learning 2000
67
What Happens at a Transition Planning Conference?
Conference Beginning– Introductions are made.– The conference purpose is explained.– Legal rights are explained.
University of Kansas Center for Research on Learning 2000
68
What Happens at a Transition Planning Conference?
Discussion of Learning Progress– Your progress toward graduation is reviewed.– Your performance is described.– Your transition needs are discussed.– Your transition strengths and areas to improve or
learn are discussed.– Your questions are answered.– Your ideas are considered.
University of Kansas Center for Research on Learning 2000
69
What Happens at a Transition Planning Conference?
Discussion of Goals– Transition goals are suggested.– Agreement is reached.– Goal statements are written.
University of Kansas Center for Research on Learning 2000
70
What Happens at a Transition Planning Conference?
Discussion of Services– Available resources and services are identified.– Needed accommodations are specified.– Transition service statements are written.
University of Kansas Center for Research on Learning 2000
71
What Happens at a Transition Planning Conference?
Conference Conclusion– Your transition plan is summarized.– Responsibilities are specified.– A review date is set.
University of Kansas Center for Research on Learning 2000
72
Basic Civil Rights forIndividuals with Disabilities
Basic Rights:1. The right to service2. The right not to be subjected to discrimination3. The right to an individual education and transition program4. The right to be served in the least restrictive environment5. The right to procedural due process6. The right to parent participation
University of Kansas Center for Research on Learning 2000
73
Basic Civil Rights forIndividuals with Disabilities
Sources of Legal Rights:– U.S. Constitution– Civil Rights Act of 1964– Individuals with Disabilities Education Act (IDEA)– Section 504 of the Vocational Rehabilitation Act– Americans with Disabilities Act (ADA)
University of Kansas Center for Research on Learning 2000
74
University of Kansas Center for Research on Learning 2000
75
University of Kansas Center for Research on Learning 2000
76
University of Kansas Center for Research on Learning 2000
77
University of Kansas Center for Research on Learning 2000
78
University of Kansas Center for Research on Learning 2000
79
University of Kansas Center for Research on Learning 2000
80
University of Kansas Center for Research on Learning 2000
81
University of Kansas Center for Research on Learning 2000
82
University of Kansas Center for Research on Learning 2000
83