____________________ 2010 Oklahoma Transition Institute Penny Cantley  Karen Little  Amber McConnell

 Self-awareness  Self-advocacy  Self-efficacy  Decision-making  Independent performance  Self-evaluation  Adjustment

1. What percentage of your students could name and describe their disability? 2. Does your school systematically teach students with IEP’s about their disability? 3. When are students taught about their disability? 4. At school, who teaches students about their disability?

5. Where does instruction about their disability take place? 6. Do you believe students should be taught at school about their disability and how it impacts their school performance? 7. How did you learn to teach students about their disabilities? 8. What materials are used to teach students about their disabilities?

Lessons for Teaching Self-Awareness & Self-Advocacy

◦ Facilitate the teaching and learning of critical transition skills ◦ Teach self-awareness and self-advocacy ◦ Achieve the long term goal of developing self-aware adults who advocate for their needs in education and employment

 Disability-Awareness and Self-Advocacy predict high school and post-school success  Education  Employment  Quality of life

 Funding provided by a grant from the Oklahoma Developmental Disabilities Council (ODDC) awarded to University of Oklahoma, Zarrow Center  Continues the Zarrow Center’s focus of developing teacher friendly materials available at no cost to educators  Developed and validated via a curriculum review process  Available at Zarrow Center website,

 ME! Book  KWL Chart ◦ what we Know, what we Want to know & what we Learned  Self-Awareness Research Project  Self-Advocacy Task  Priority Academic Student Skills (PASS)

 Getting Started ◦ Understanding Self-awareness & Self-advocacy ◦ Understanding What It’s all About  Learning About Special Education ◦ Learning About the History of Disability ◦ Learning About Special Education: How & why did I get here? ◦ Creating My History  Understanding My Individualized Education Program ◦ Getting to Know My IEP ◦ Still Getting to Know My IEP

 Understanding My Rights and Responsibilities ◦ Learning About My Rights & Responsibilities in High School ◦ Learning About My Rights & Responsibilities After High School ◦ Where do I go from Here?  Improving My Communication Skills ◦ Learning How to Communicate Effectively ◦ Knowing What to Share and Who to Share It With

 Increasing My Self-Awareness ◦ Starting My Self-Awareness Project ◦ Completing My Self-Awareness Project ◦ Presenting My Self-Awareness Project  Advocating For My Needs in High School ◦ Planning How to Advocate ◦ Learning From Experience

 Advocating For My Needs After High School ◦ Using My New Skills on the Job ◦ Using My New Skills at Postsecondary School ◦ Reporting My Findings  Developing My Resources ◦ Completing My Summary of Performance and Goals  Assessing My Progress & Portfolio ◦ Assessing My Progress ◦ Assessing My Portfolio

 Time to Teach ◦ Approximately 20 hours ◦ 23 sessions taking minutes each  Where to Teach ◦ Resource English, Social Studies, Transition class or Study Skills class  PASS Standards ◦ Each lesson corresponds to Oklahoma PASS Standards  Cost ◦ FREE – download at

 Teacher input on materials  Teach ME! in your classroom

Penny Cantley Amber McConnell Karen Little The University of Oklahoma Zarrow Center for Learning Enrichment 338 Cate Center Dr., Rm 190 Norman, OK Phone: (405) Fax: ( education.ou.edu/zarrow

I’m Determined! IEP Sample PowerPoint

Welcome to My IEP Meeting Joe Smith

Invited Guests Robert Smith, Dad Connie Smith, Mom Ms. Beamer Ms. Rust Ms. Murden Mr. Stanley

I’m here because… I want to learn more about my IEP. I want to learn more about myself. I need help reaching some of my goals. My IEP

My disability is called ADHD This means…  I have difficulty ignoring noises and people around me.  It’s hard for me to get started and stay focused on the class.

These are my strengths!  I’m friendly.  I love basketball and football.  I’m good at biology and math.  I love to hang out with friends and go places.  I have a terrific family.

These are my limitations… I can’t sit still for very long. Sometimes I blurt things out and distract others. Sometimes I try to do too much at once.

My plans for the future  I want to graduate from high school with good grades.  I want to join the military, and I want to be a doctor.

This is how you can help me… Allow me to take 2 or 3 short breaks to move around so I can focus. Give me a signal when I am off task. Don’t let me make excuses when I get lazy. Pair me with a strong lab partner so I can share a copy of his/her notes.

My Learning Style I learn best in a quiet, structured classroom. I am a visual learner and like hands on activities. I may need reminders to get me back on track. I feel great when I get positive comments from my teachers.

I’m glad you came!

Questions

Amber McConnell University of Oklahoma Zarrow Center for Learning Enrichment Phone: Web: For More Information Contact