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 Parents & Teachers Talking Together (PT3) Session last year identified 4 priorities within Special Education  Self-advocacy  Welcoming Environment.

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Presentation on theme: " Parents & Teachers Talking Together (PT3) Session last year identified 4 priorities within Special Education  Self-advocacy  Welcoming Environment."— Presentation transcript:

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2  Parents & Teachers Talking Together (PT3) Session last year identified 4 priorities within Special Education  Self-advocacy  Welcoming Environment  Parent Mentoring  Professional Development  Action Teams for Partnership were formed to address the needs  The Self-advocacy team developed tonight’s program to  Help special education students and parents understand the importance of self-advocacy behavior  Provide practical self-advocacy tips to students  Help parents learn how to encourage self-advocacy

3  Self-advocacy is the ability to effectively communicate and appropriately pursue one’s needs, rights & desires  In other words, Sticking Up For Yourself

4  Everyone needs self-advocacy!!!  Self-advocacy is a critical life skill  Many people struggle to self-advocate  Especially important for people with special needs due to:  extra needs  society’s lack of understanding  potential challenges communicating needs  Powerful tool to deal with bullying

5  Self-advocacy isn’t just for school or the IEP process  Self-advocacy serves you throughout your whole life  What do you do when?  A doctor isn’t listening to your concerns?  You need time off from work for an important appointment?  You’re trying to choose a good college fit? A good job fit?  The waiter brings you the wrong meal?  A peer is pressuring you to do something unhealthy?  Someone is bullying you?  Your teacher forgets you need accommodations?  Your teacher posts the wrong grade?  You don’t understand a class and need to ask for help?

6  You’re in charge of your life.  Once you leave high school, you lose much of your formal support.  Independence is the goal

7 Know yourself Know what you need Know how to get it

8  Understanding yourself is the foundation for self-advocacy  Know your strengths  Understand your disability/challenge  Know the terminology  Research your condition  Read your IEP and evaluations  Understand how your condition impacts different situations  Examine what has & hasn’t worked for you in past  Ask for feedback Knowledge is power Know yourself Know what you need Know how to get it

9  You can’t ask for something if you don’t know what you need  Interventions, accommodations, modifications  Information  Extra help or support academically or socially  Advice  Change in behavior  Remember we all need different things to be successful Know yourself Know what you need Know how to get it

10  Be prepared. Make a plan. Practice!  Believe in yourself. If that’s too hard, fake it!  Communicate your needs  Choose communication method  Clearly describe problem  Have a solution  Explain the reasons why  Be persistent. Follow-up.  Understand you won’t always get what you want Know yourself Know what you need Know how to get it  Be prepared to negotiate or give alternatives  Listen, stay factual, & remain calm  Don’t be afraid to be uncomfortable

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12 Know yourself Know what you need Know how to get it  What did we just hear?

13  Bullying isn’t new.  Key things to remember:  No one deserves to be bullied.  You are not alone, it just feels that way.  High school doesn’t last forever.  You can’t control the situation but you can control your reaction  Different approaches work for different people.  Ignore the bully and walk away.  Protect yourself.  Take charge of your life.  Know that bullies have their own problems.  Talk about it.

14  Model appropriate advocacy behavior!  Start early.  Encourage self awareness. Openly discuss child’s disabilities & rights.  Share information  Require involvement. Involve them in IEP, etc.  Reframe your desire to help your kids.  Let kids help themselves.  Don’t do anything for them they can do themselves.  Do it jointly as an intermediate step.

15  Coach/Help/Encourage:  Communicate needs & wants, strengths & weaknesses.  Role play  Practice in real world  Set appropriate & realistic goals  Prepare for a range of realistic outcomes  Engage in problem solving  Find a supporter or coach  Believe in them, and help them believe in themselves  Celebrate success.  Stay positive!

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17 Goals of the “Welcoming Environment” Group  Build self-advocacy skills.  Empower and encourage students to get involved.  Provide “tools and resources” to navigate this process.  Promote student and parent engagement. How to Join a Club or Activity at School…  Flow Chart  Student Template: “How to join a club or activity”  Screen Recording Demo: “How to join a club or activity”

18 Step 1: Log onto your school's website. Step 2: Click on "Activities" heading located on the menu bar to view a list of activities, clubs and sponsors. Step 3: Read through the list of activities to find one that sounds intersting. Look for the sponsor's name and write it down. Step 4: Next, go to "Parent Resources" located on the menu bar and select "Staff Directory." Step 5: Find the sponsor's name and select "Send an e- mail" to them for information relating to that activity (such as meeting times and locations.)

19 CLUB/ACTIVITY 1CLUB/ACTIVITY 2CLUB/ACTIVITY 3 WHO IS SPONSOR/COACH? WHAT SEASON OR ALL YEAR? ARE THERE TRY-OUTS? HOW OFTEN DO THEY MEET? HOW LONG IS THE MEETING/PRACTICE? WHERE DO THEY MEET? WHAT ARE THE REQUIREMENTS SHOULD I JOIN? DO I KNOW ANYONE ALREADY IN THE ACTIVITY OR INTERESTED IN JOINING WITH ME?

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22 SELF-ADVOCACY Karen Schwartzwald District Special Education Coordinator   Mary Cottone  Lisa Dalke  Marcia Perkins  WELCOMING ENVIRONMENT Danielle McCarthy District Coordinator of Guidance Services   Theresa Collins  Linda Sevilla 


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