1. ALL ROADS LEAD TO EMPLOYMENT Skills for Employment: Self-Advocacy PRESENTED BY: The Center for Change in Transition Services

2. Registration 1) Everyone participating in the webinar needs to register by typing your name, email, name of district and school, and your current position or title 2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45. 3) Use the “Chat Box” to type in questions and/or responses Thank you for joining us today!

3. Center for Change in Transition Services Seattle University OSPI State Needs Project Center for Change in Transition Services Improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

4. Webinar Norms Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.

5. SELF-ADVOCACY Your GPS Guide…to post-school success

6. Your GPS Guide: Agenda 1. Definition of Self-Advocacy2. Resources for Self-Advocacy3. Making it Practical4. Questions?

7. SELF-ADVOCACY Your GPS Guide…to post-school success 1)WHAT IS SELF-ADVOCACY? 2)HOW DOES IT RELATE TO TRANSITION SERVICES AND THE LAW?

8. Self-Advocacy is... “the enablement of individuals with disabilities to make decisions, speak for themselves and stand up for their rights.” Szymanski, C. (2006). A model for self-advocacy for students with disabilities. Emerald Group Publishing, 17, 155-179.

9. Self-Determination is... “The ability to identify and achieve goals based on a foundation of knowing and valuing oneself” (Field & Hoffman, 1994). Five Key Attributes: Know yourself, Value Yourself, Plan, Act, and Learn (Field & Hoffman, 2002) Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159-169. Field, S., & Hoffman, A. (2002). Preparing youth to exercise self-advocacy: Quality indicators of school environments that promote the acquisition of knowledge, skills, and beliefs related to self-advocacy. Journal of Disability Policy Studies, 12(2), 113-118.

10. Definition of Transition Transition services are a set of coordinated activities designed to be a results-oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on the student’s needs, strengths, preferences, and interests.

11. Definition of Transition Transition services include instruction, related services, community experiences, the development of employment and other post-school living objectives and, when appropriate, daily living skills. 20 U.S.C. § 1401(34)

12. IEP Team Participation Transition services participants, …the public agency must invite a child with a disability to attend the child’s IEP Team meeting if the purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 20 U.S.C. § 300.320(b) (1)

13. Adult Services Disability is a natural part of the human experience and in no way diminishes the right of the individual to live independently, enjoy self-determination, make choices, contribute to society, pursue meaningful careers, and enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society. U.S.C. 701(2)(a)(3)

14. SELF-ADVOCACY Your GPS Guide…to post-school success 1) WHAT ASSESSMENTS ARE AVAILABLE TO MEASURE SELF- ADVOCACY SKILLS?

15. CCTS Resources http://www.seattleu.edu/ccts

16. The ARC SD Scale Assess the self-advocacy strengths and weaknesses Facilitate student involvement in educational planning Develop self-advocacy goals and objectives Assess student self-advocacy skills for research purposes

17. The ARC SD Scale: “I advocate for personal choices in my life.” http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self- determination-assessment-tools/arc-self-determination-scale.html

18. The ARC SD Scale: “I advocate to get myself involved in community life.” http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self- determination-assessment-tools/arc-self-determination-scale.html

19. The ARC SD Scale: “I advocate to get myself involved in a career path.” http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self- determination-assessment-tools/arc-self-determination-scale.html

20. SELF-ADVOCACY Your GPS Guide…to post-school success 1) WHAT ARE SOME RESOURCES TO ASSIST IN THE TEACHING OF SELF- ADVOCACY?

21. I advocate for my goals http://www.imdetermined.org

22. I advocate for my personal goals

23. IEP Development IEP Development “I will learn about my own Individualized Education Program.” National Information Center for Children with Health and Disabilities (2002). Helping Students Develop Their IEPs. Retrieved from https://www.ou.edu/content/dam/Education/zarrow/me/NICHCY%20Guide%20to%20Help%20Students.pdf https://www.ou.edu/content/dam/Education/zarrow/me/NICHCY%20Guide%20to%20Help%20Students.pdf  I will be ready to learn how to participate at my own level.  I will start learning the parts of the IEP at the beginning of the year.  I will devote time to learning about my IEP weekly.  I will learn to talk about my strengths, needs, academic goals, accommodations.  I will celebrate growth as I learn about myself!

24.  I will provide open discussion about learning styles.  A questionnaire or class activity will show me what they already know.  Knowledge will shape participation and help students advocate for their needs.  We will talk about disabilities.  Students will help choose films/videos that help them learn with dignity.  We will cover the “laws.”  We will talk about accommodations.  We will discuss transitions.  We will practice answering questions and defining words related to IEPs and disabilities. National Information Center for Children with Health and Disabilities (2002). Helping Students Develop Their IEPs. Retrieved from https://www.ou.edu/content/dam/Education/zarrow/me/NICHCY%20 Guide%20to%20Help%20Students.pdf https://www.ou.edu/content/dam/Education/zarrow/me/NICHCY%20 Guide%20to%20Help%20Students.pdf IEP Development IEP Development “I want to teach my students to understand their IEP.”

25. I lead my IEP meeting... Connecticut State Department of Education: A Handbook for Students http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Di scovery%20to%20Advocacy.pdf http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Di scovery%20to%20Advocacy.pdf

26. I lead my IEP meeting... Connecticut State Department of Education: A Handbook for Students http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Discovery%20to%20 Advocacy.pdf http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Discovery%20to%20 Advocacy.pdf

27. I lead my IEP meeting... Connecticut State Department of Education: A Handbook for Students http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Discovery%20to%20 Advocacy.pdf http://ctserc.org/transition/A%20Special%20Educational%20Journey%20from%20Self%20Discovery%20to%20 Advocacy.pdf

28. I will practice my self-advocacy goals... In a polite, direct, but respectful manner. I will practice at home, school and work. This will help me to: ◦ Obtain my needs ◦ Make my own choices ◦ Learn to say “no” without feelings of guilt ◦ Disagree with others without conflict Pacer Center Action Information Sheet: Be Your Own Best Advocate http://www.pacer.org/parent/php/php-c116.pdfhttp://www.pacer.org/parent/php/php-c116.pdf

29. I will practice my self-advocacy goals... By asking for help. I will: ◦ Breath deeply to get myself calm. Watch my body language. ◦ Think about what just happened before I speak or react. ◦ Think about how I want to be treated next time. ◦ Speak clearly and slowly to the listener. Help them understand how what you are asking for will help you  (e.g., “I’d like to talk to you about ___ and what could help me next time”). ◦ Let the other person speak without interrupting. ◦ Rephrase what was said for better understanding. ◦ Know that we may choose to disagree. ◦ We may need to ask for help to solve the problem. ◦ Practice speaking with friends and family first about my disability. Pacer Center Action Information Sheet: Be Your Own Best Advocate http://www.pacer.org/parent/php/php-c116.pdfhttp://www.pacer.org/parent/php/php-c116.pdf

30. I will think about joining Kids As Self Advocates at http://fvkasa,org http://fvkasa,org Youth with disabilities and special health care needs want to voice their rights in society. KASA helps students learn how to take risks that build a better future for themselves and the community. KASA: Informs youth of their rights Provides training and peer support Encourages our changing world to be inclusive. Carrroll, L. (2012). Family Voices: Kids As Self Advocates. Self Advocacy Tips. Retrieved from http://fvkasa.org/resources/files/civil-tips.pdfhttp://fvkasa.org/resources/files/civil-tips.pdf

31. Self-Advocacy Terms to Teach Students: Accommodation – a change to an environment that makes it possible for an individual with a disability to have equal opportunity in all aspects of community life Anticipate – to make a guess of what might happen Right – my legal protection by the law ◦ www.wrightslaw.com/advocacy.htm www.wrightslaw.com/advocacy.htm Rehearse – to practice many times Compromise – to not get all of what I want, to give-in part way to someone else's idea/opinion Support – a person there to help me Carrroll, L. (2012). Family Voices: Kids As Self Advocates. Self Advocacy Tips. Retrieved from http://fvkasa.org/resources/files/civil-tips.pdfhttp://fvkasa.org/resources/files/civil-tips.pdf

32. Places to find help when I advocate for changes: Friends, teachers and family – for ideas and regional history Phone Book - for government programs and agencies Library – for local and national disability organizations Internet – for organizations and information by practicing typing key words in search engines Hospitals, health providers or assistive equipment providers – to find local members that can help me learn more information Schools – counselors staff and teachers can help me learn more about the Individuals with disabilities Act, IDEA, and 504 Independent Living Centers (ILC) – They are often run by people with disabilities that work with local issues related to disabilities AmeriCorps – This organization is often in rural areas and assigned to work with projects that support people with disabilities Carrroll, L. (2012). Family Voices: Kids As Self Advocates. Self Advocacy Tips. Retrieved from http://fvkasa.org/resources/files/civil-tips.pdfhttp://fvkasa.org/resources/files/civil-tips.pdf

33. I can advocate for myself... ON THE JOB

34. I can advocate for myself.... ON THE JOB

35. I can advocate for myself... FOR BETTER SUPPORTS ON THE JOB

36. I can advocate for my work experience to be successful.... http://www.youtube.com/watch?v=00IIeyn32Yo

37. The 411 http://www.ncwd-youth.info

38. The 411: Practicing Self-Advocacy A young person may want to disclose information about her or his disability to others. It is not necessary to disclose every detail of personal and medical information, not even to friends. Help guide what information is necessary and helpful. Rehearse this in a comfortable way with people that already have an understanding. Practice, practice, practice before sharing with anyone, and do so with guidance, support of friends, family and teachers. In a social setting, a person with disability may or may not choose to disclose their disability. For example, disclosure may be made to: Friends and new acquaintances Relatives Business owners and staff Public transportation staff Parks an recreation staff Events coordinator Mentors or role models 411 for Families, Educators, Youth Service Professionals and Adult Allies who Care about Youth with Disabilities http://www.ncwd-youth.info http://www.ncwd-youth.info

39. SELF-ADVOCACY Your GPS Guide…to post-school success 1) HOW DO I ALIGN SELF-ADVOCADY WITH COMMON CORE STANDARDS?

40. Common Core

41. Common Core Standards Speaking and Listening Standards: Presentation of Knowledge and Ideas Grades 9-10 An Example from the NSTTAC CCSS Think Tank http://www.nsttac.org

42. QUESTIONS?

43. CCTS Contact Information Email: ccts@seattleu.educcts@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts