Tools and Strategies for Adult Education Cristina DiBiase-Ugalde, Ed.S Robin Matusow Transition Specialist Division of Exceptional Student Education and Student Services

 Facilitators Introductions  Agenda  Ground Rules  Outcomes  Activity  Lesson Planning  Livebinders  Wikispaces  Student Motivation  Group Participation  Resources  FAQ’s Agenda 10:00am-12:30pm

 Take responsibility for your own learning  Participate by sharing your own views  Respect the views of others  Cell Phones on Vibrate/Silent Please  Keep Texting and web browsing to a minimum Ground Rules

 Motivate students  Increase teachers bag of tricks  Increase student engagement  Have Fun! Outcomes

Activity  Introductions (name, agency, your role)  What is your favorite TV show and why?  If you are at a friend or relative’s house for dinner and you find a hair in your salad, what would you do?  Name one of your greatest flaws and strengths. Getting to know your peers

What we know about individuals, no matter how rich the details, will never give us the ability to predict how they will behave as a system. Once individuals link together they become something different…Relationships change us, reveal us, evoke more from us. Only when we join with others do our gifts become visible, even to ourselves. ---Unknown

Adult Individualized Education Plan (AIEP)

 Using technology to facilitate lesson planning.  Collaborating with community partners to create an effective and fun learning environment.  Having interactive lesson plans. Lesson Plan

Grocery Store Flyer Walk

FLYER WALK  Explore EACH page  Identify store  Store locations  Variety of products  Grouping of products  Compare flyers of different stores  Sale dates

Prerequisite Activities Discussion:  Different types of stores: grocery stores, pharmacies, department stores, electronic stores  Stores in students’ communities  Larger stores VS smaller stores

Learning Goal I: Students will know and understand the basic food groups.

Prior Learning/Expectations  Define the main food groups (e.g.: fruits & vegetables, meats, dairy, grains: bread, rice).  Discuss foods found in each group.  Discuss the recommended number of servings per day from each food group.  Explain the nutritional benefit of the food group.

ACTIVITY I Group I. Identify the food groups for food items Group II. Identify healthy and unhealthy choices Group III. Identify foods commonly eaten: breakfast, lunch, and dinner. Group IV. Identify snacks, condiments, and beverages Group V. Create 3 meals and 2 snacks of your choice Group VI.Create a list of food and non-food items.

Learning Goal II: Students will know and understand ways to shop economically.

Prior Learning/Expectations  Explain the value of a shopping list.  Explain the benefits of using coupons and buying store brands.  Explain unit price information for two grocery items.  Describe the advantages and disadvantages of buying in bulk.  Explain when and where to shop for bargains (e.g., sales, specials, and discounts).

ACTIVITY II Group I. Create meals for a day with a budget of $20 Group II. Scavenger Hunt: with pictures or a list, hunt for items beginning with letters: A – L. Group III. Hunt for items beginning with letters: M - Z Group IV. Shop for personal care items: (provide pictures or list) locate items and the cost. Group V.Create a list of items that cost less than $10 Group VI. Create a list of items that cost less than $20 Extended Activities: What is item used for? Who is more likely to use item? When is item used?

REMINDERS  Modify activities based on NEEDS of students  Prompt levels reflect student needs  Use pictures with words written out as much as possible  Allow students to complete activities with ONLY the supports needed.  Infused self-determination/self-advocacy skills in the curriculum DAILY

Managing Finances Managing Medical Needs Giving To Your Community

Managing Your Expenses  In order for adults with disabilities to manage their money in a smart way, they need to follow some simple steps. Keeping a budget really helps them manage money. Have each adult do a budget for each section.  Your Income  Your Expenses  Your Money  Please see sample worksheets at

Your Income Worksheet Pay from Job $ Supplemental Security Income $ Food Stamps $ Financial Support from family $ Financial Support from other agency $ Other Income $ Total:$

Your Expenses Worksheet House rent $ Food$ Electric$ Telephone$ Gas / Car $ TV Cable $ Medical Expenses $ Clothing$ Fun / Activities / Clubs $ Total:$

Your Money Worksheet Your Income $ Your Expenses (subtract this number from the top) $ Money left $

Managing Medical Needs  It is important that adults with disabilities have a Medical Contact List.  The list needs to consist of: names, addresses and phone numbers of their doctors and other medical professionals.  It is also important that they know what health insurance they have (Medicaid, Medicare, Private Insurance).

Medical Contact List Primary Care Doctor / Family Doctor Name:Address: Phone Number: Notes to Remember: Specialized Doctor: Name:Address: Phone Number: Notes to Remember:

Continue Managing Medical Needs  Managing Medicines is also an important part of Managing Medical Needs.  It is important that the adults with disabilities have the following information about their medicines.  what they take  how often they take it  any allergies  where they can refill their medication

Medication Log Worksheet Name of Medicine When I take this medication Information I need to know about this medication

Giving to Your Community  It is important that adults with disabilities are able to identify their skills, talents and qualities that they can share with the community. For example:  Cook  Play sports  Good listener

Community Involvement Skills I have: Places to share them in my community: Talents I have: Places to share them in my community: Qualities I have: Places to share them in my community:

Community Involvement  By identifying skills, talents and qualities, adults with disabilities could have a range of places where they can volunteer.  For example:  Nursing Homes  Special Olympics  Phone Hotline  Animal Shelters

 Facilitate learning to become more productive and efficient. Using Technology

 Livebinders provides the opportunity for educators to create an electronic binder that is free and can be updated with a click of a button.  Livebinders allows for tabs to be color coated and sub-tabs to be created for your basic needs.  No more needing USB drives or big binders in a rolling cart. Why livebinders?

How do I create an account? 1) Go to: 2)Click on Sign up tab

Creating an account Keep it simple

Personalizing your binder

1) Place mouse over binder 2) Click on Edit

Personalizing your binder

1) Upper left corner is your menu to add, move, delete tabs. 2) Click on Add if you wish to create a tab.

Personalizing your binder The new tab appears and you can rename it.

Personalizing your binder A variety of options to upload files.

Personalizing your binder

1)Click on text to change title 2)Click down arrow for options

Personalizing your binder

Sharing your Binder Sharing your binder can be also in a variety of ways.

Wikispaces

Wikispaces Registration Simple Work

Wikispaces Click Name Link to begin

Homescreen Creating Projects Pages and File updates

Creating Wikispaces Page

Wikispace Home

Searching for Members Search for colleague or other members.

Educational Websites

Educational Websites

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. –Maya Angelou FAQ’s