Changing Roles for Teachers

Today’s Secondary Schools Have…  High stakes graduation testing mandates (No Child Left Behind, 2001)  Increased academic demands and advanced required coursework (Kamil, 2003)  Instructional techniques that are not designed for diverse populations (Deshler & Schumaker, 2006)  Complex reading materials that contain esoteric vocabulary presented at a pace many students struggle to achieve (Mastropieri, Scruggs, & Graetz, 2003)

Developmental Characteristics of Early Adolescence  Hormonal changes  Withdraw from parents  Social awkwardness  Explore adult roles & activities  Peer pressure  Increased drug & alcohol use  Problem solving through trial and error

Middle Adolescence (15 – 17)  Pressure to conform and engage in risk-taking behavior increases  Dropout rates increase as students avoid frustration and embarrassment  Students become disenfranchised with academic content  Achievement gap widens

What Students Want  “Teachers who are interested and listen to what I have to say.” (Josh, 8 th grade)  “Cool teachers have cool spaces.” (Marika, 9 th grade) What does your space convey to students?  “Mrs. Jones doesn’t judge me. She asks all kinds of questions and makes me think. Everyone else just tells me what to do. I can think for myself.” (Eligh, 9 th grade)  “Mr. V. always comes to our soccer games. He cares about us.” (Emory, 8 th grade)

The Role of the Secondary Teacher  Provide a safe and welcoming environment  Build trusting relationships with students  Help students focus on self-awareness: What does he/she need to be successful?  Explore career options  Develop self-determination  Teach organization and study skills

Self-Determination Defined: A combination of skills, knowledge, and beliefs that enable a person to engage in goal- directed, self-regulated, autonomous behavior (Wehmayer, Agran, & Hughes, 1998) Curriculum consideration Self-awareness Decision making Self-advocacy Goal expression and elaboration Self-determined students with disabilities understand their strengths and limitations. They are able to take control of their lives and assume adult roles (Flexer et al., 2008).

The Special Education Conundrum  Low expectations for student independence  Fear of letting students fail  Teaching students “learned helplessness”  It’s easier to do a task for the student than explain and model how they can do it on their own  Pressure to meet goals and objectives  Thinking that the students must accept the curriculum rather than helping them see how the curriculum can address their personal needs and interests

Can People with Disabilities Make Valuable Contributions?

Working with High School Students  You have done your job when the students don’t need you!  Activities should develop self-confidence  Contextualized learning experiences to motivate students (e.g., practical knowledge that helps students in the community)  Focus on independent living, leisure, and positive extracurricular activities

What Does it Mean to Have a Disability?  The boy who sees without eyeshttp:// &p=22A5F13D29F44A56&index=146http:// &p=22A5F13D29F44A56&index=146  Testing the limitshttp:// &p=22A5F13D29F44A56&index=63http:// &p=22A5F13D29F44A56&index=63 Denver Academy – An exemplar? ayList&p=22A5F13D29F44A56&index=97http:// ayList&p=22A5F13D29F44A56&index=97 Disabled Surfers Associationhttp:// =PlayList&p=22A5F13D29F44A56&index=55http:// =PlayList&p=22A5F13D29F44A56&index=55