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A New Way of Thinking A guide for Middle School Transition Developed by Steve Gilles and Pam Jenson.

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Presentation on theme: "A New Way of Thinking A guide for Middle School Transition Developed by Steve Gilles and Pam Jenson."— Presentation transcript:

1 A New Way of Thinking A guide for Middle School Transition Developed by Steve Gilles and Pam Jenson

2 Purpose of the Guide To assist students in developing self accepting attitudes, combat negative thinking and rediscover themselves while developing self advocacy and self empowerment skills.

3 Credits Michael Stoehr from Educational Consultant, The Pennsylvania Training and Technical Assistance Network Pennsylvania youth: Secondary Transition Toolkit Daniel G. Amen of the Amen Clinic Nicole Spang - Edgerton School District Michelle Uetz – Riverfalls School District

4 Introduction This guide was created to provide teachers with a tool to assist students with disabilities in learning about themselves.

5 Wisconsin Student Survey Results How did you feel about yourself as a person with a disability while you were in middle school and high school? Students in high school and college were asked 37 students responded Here are the top results

6 Survey Results *I’m stupid *I’m not normal *My teachers don’t understand me*I will never go to college *Life is not fair, it’s hard*I wish I was smart *I will never amount to anything*There is no point *I read too slow to be smart*I am a loser *Everyone thinks I’m dumb, why try*I am a disappointment *I’m not as important as my peers*I am not meant for school *Life sucks, why me*Just let me be *I can’t do anything right, I’m stupid *I won’t have friends because of my disability *I’ll never be popular and no one will ever like me *Everyone is looking at me because of my disability

7 Chapter 1 Guess what, you have a disability! Definition of disability Types of disabilities Who am I? What does my disability mean to me? Who do I talk to about my disability? Jeremiahs and Kelly’s stories

8 Chapter 1-Definition of Disability Physical Sensory Cognitive Psychiatric and emotional Health related Autism Activity 1.1-Define your Disability

9 Guess What…you have a disability This is about accepting your disability and understanding what it means. Making good choices for yourself and your future Activity 1.2 – Getting to know yourself

10 Research, Reflect and Interview Researching their disability –Activity 1.4 Reflect on your disability – Activity 1.5 Interview - Activity 1.5 Interview & learn about your disability

11 Questions

12 Chapter II- Automatic Negative Thought’s (ANT’s) ANT Principles ANT Species ANT Therapy-Combat your Negative Thoughts through feeding good thoughts to your anteater The ANT’s Concept was created by Dr. Amen of the Amen Clinic

13 Know Your Brain Activity 2.1, assists students to understand the basics of the brain and why we have the thoughts we do. Parietal lobe Occipital lobePrefrontal cortex Cerebellum Temporal lobe Knowing your brain, makes a big difference in how you understand the way we think.

14 ANT Principles The power of human thought ANT Principles The power of human thought

15 Principles # 1 Your Thoughts Are Powerful #2 Thoughts Influence How We Feel #3 Fight or Flight Response #4 Bad Thoughts Make Us Feel Bad #5 Good Thoughts Make Us Feel Good

16 Principles Con’t. #6 How Do We Know #7 Thoughts are Automatic #8 Thoughts Lie #9 You Do Not Have to Believe Every Thought You Have #10 You Can Learn How to Correct Your Thoughts and Feel Good

17 ANT’s ~ Automatic Negative Thoughts ANT’s ~ Automatic Negative Thoughts  Automatic negative thoughts infest your mind  Like ants in your kitchen or at your picnic  They ruin how you feel  There are 9 different ANT species

18  Thinking w/feelings  Guilt beating  Labeling  Blam e  All or nothing  Always thinking  Focus on negative  Fortune Telling  Mind Reading NINE ANT SPECIES

19 All or Nothing ANT’s I am the worst student in school! When you make something out to be all good or all bad

20 Always Thinking ANT’s I will never go to college Think with words like always, never, every time, everyone

21 Focus on the Negative ANT’s I know I passed my test, but I only got a “C” Only sees the negative aspects of situations, even when there are plenty of positives.

22 Fortune Telling ANT’s I will never graduate, so why bother! Predicts the worst, even though you don’t really know what will happen

23 Mind Reading ANT’s Everyone thinks I’m stupid because I have to go to the special ed. room Believe you know what someone is thinking even though they haven’t told you.

24 Thinking with Your Feelings ANT’s I feel like you don’t care Assuming that how you feel about something is actually how it really is. Feelings can lie too.

25 Guilt Beating ANT’s You MUST try harder and quit being lazy! Use excessive guilt to control behavior and think in words like should, must, ought, or have to.

26 Labeling ANT’s I am a disappointment Call yourself or someone else names or use negative terms to describe them

27 Blame ANT’s It’s your fault I failed again Blame others for the problems in your life and have no personal power or responsibility

28  All or Nothing Thinking – When you make something out to be all good or all bad.  Always thinking – think in words like always, never, every time, everyone  Focus on negative – only see bad in situations  Fortune Telling – predict the worst Summary of ANT Species

29  Mind Reading – believe you know what someone is thinking without knowledge  Thinking w/feelings – believe negative feelings without questioning them  Guilt beating – think in guilt words (should’s)  Labeling – use negative terms  Blame – someone else for your problems Summary of ANT Species

30 Find your internal Anteater and make it run!!!! ACTIVITY 2.2, 2.3, & 2.4

31 NEVER GIVE UP Obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it or work around it. Michael Jordon And it that doesn’t work, KNOCK IT DOWN! Pam Jenson

32 Thought If you replace negative thoughts with positive ones, you will have great results for your future!!!!!!!! Stoop the ANTS!!!!!!

33 Remember If you want to feel good, think good thoughts!

34 Questions

35 Chapter III - Assessment What is assessment? What is the difference between formal and informal assessment? What are the different types of assessment? What is an Accommodation?

36 What is Assessment? Get concrete ideas about what you want to do Plan what your next steps are Learn about yourself Challenge you to think about yourself Assist in understanding your interests Assist in knowing your strengths Learn about your needs and accommodations Plan for your future goals

37 Formal and Informal Assessments Formal assessments are tests that are scored and help you understand where you stand compared to others. Informal assessments can be done by a variety of people like your teacher, counselor, family member, your boss, or yourself.

38 What are Accommodations? Accommodations are an alteration of something. The purpose of an accommodation is to assist in succeeding at the skills the student is working on. An accommodation is given to a student because we all learn differently.

39 What Assessment Accommodations may a student receive? Some accommodations a student may receive may include, but are not limited to? extra time on a test, using a calculator, having a reader or note taker, having an accessible work areas.

40 Transition Assessment Activities Transition Assessments, Activity 3.1 & 3.2 Understanding your weaknesses, Activity 3.3 Portfolio’s, Activity 3.4

41 Dirties Jobs

42 Knowing your Weaknesses It is as important for students to understand their needs as well as their strengths. Explain to the students why this is important. Activity 4 – Understanding your weaknesses and the supports you need.

43 Summary Begin to pull it all together through a portfolio. What should a portfolio include at this point: A picture of the student Name, grade, age What interests they have Samples of their work Interest Inventories Anything else that gives a “picture” of who the student is Let them be creative! What is your lifelong career journey going to look like?

44 Chapter IV Self Advocacy-Finding Your Way Speak up for yourself 4 keys to being a good self advocate Health care advocacy Self advocacy Do’s and Don’ts How to find supports Help in school-IEP’s Transition Planning in the IEP

45 Self Advocacy Opening doors to self determination Self Advocacy is the process of speaking for yourself. Cassie’s Story learning to be an advocate What’s your story going to be?

46 Being a good self advocate Do Research Communication Compromise Teamwork 4 keys

47 Self Advocacy Do’s and Don’t’s DO’sDON’T’s Be politeYell or demand Ask questionsBe shy Know your informationCome to a meeting unprepared Keep a record of important papers, phone numbers and names: Be organized Lose your records, phone numbers, names of people who helped and hindered you Send thank you notes and show your appreciation Be ungrateful for people’s time and effort Give your contact information, and also remember to get theirs too! Don’t network Be confidentBe a push-over or arrogant (overconfident)

48 How to Find Supports Anyone can be a source of support Supportive people need to be someone who believes in the student and their abilities. Someone who can help generate ideas Supports may be family, friends, teachers, counselors adult service agencies, church leaders,

49 Pulling it all together to be a self advocate Complete Activity 4.1 – List of Supporters Activity 4.2- My Disability Is! Activity 4.3 – Post Secondary Goals Activity 4.4 – Review Questions Activity Portfolio

50 Resources Terms to Know Opening Doors Series Opening doors to self determination Opening doors to employment Opening doors to education and training Opening doors to adult agencies (coming soon)

51 Questions

52 Chapter V Self-Empowerment What is Empowerment What is IDEA What is an IEP How to get involved in your IEP What is transition planning in the IEP Rachel Stacy

53 What is Empowerment? Empowerment includes: Having decision-making knowledge and power Having access to information and resources Having a range of options from which you can make choices Positive outlook on being able to make change Increasing one's positive self-image and overcoming stereotypes or discrimination

54 Why is Empowerment Important? To be able to make decisions about your life To show others that you have control of your own life To take responsibility for your own actions To be true to yourself

55 The Individualized Education Plan (IEP) and the Secondary Transition Process An explanation of the federal law that protects your rights An overview of what an IEP is and why it is important for you to participate How to use the transition process to plan for your future

56 What is IDEA? IDEA stands for the Individuals with Disabilities Education Act. This is a national law which determines the accommodations and supports provided to students with disabilities from ages 3 to 21. IDEA works to ensure that all students have a Free Appropriate Public Education (FAPE) IDEA requires that students with disabilities have an IEP, or an Individualized Education Program.

57 What is an IEP? When you have a disability, you have certain legal rights to help you succeed. The Individualized Education Program (IEP) is one of those rights. An IEP is a form that summarizes your strenghts, needs, how your disability affects your learning, what services your school will provide, and where your learning will take place. The accommodations you receive Your goals for high school and after high school. It is created by a team of people who include your teachers, your family, and most importantly, you!

58 How You Can Participate in your IEP Do Research Write It Down Communicate Be a Part of the Team !

59 What can be Scary about Your IEP Going to your first IEP meeting can be overwhelming. You will probably see: A bunch of people wearing shirts and ties. A couple of people you do not even know Your principal and your parents in the same room It can be hard to speak your mind. Teachers use their own language that is difficult to understand. Always ask for clarification. *Even though an IEP meeting can be scary, it is your chance to have a say in your future goals, activities, classes and accommodations school. Get involved! Activity 5.1-Getting Involved with your IEP

60 What is Transition Planning in the IEP Must begin at age 14 or earlier Transition Page I-8 of your IEP Developing Post Secondary Goals in the following areas: Education or Training Employment Independent Living

61 How to set Post Secondary Goals Know your strengths, preferences, interests and weaknesses. Complete assessments and determine the results. Develop activities you can complete in school to meet your post secondary goals. Develop your school classes based on your post secondary goals. Determine the services you may need. Write a transition plan!

62 Goals are Set, It’s Time for the IEP Meeting Activity 5.2 –Your Transition Plan Teacher Talking Point – How to Participate in my IEP & how to Make Sure My IEP is going as Planned

63 Summary Get students empowered Encourage students to get to really know themselves Know your supporters The IEP can be a scary thing Continue to advocacy for students and encourage them to advocate for themselves Empower students! Activity 5.3, Portfolio

64 Additional Transition Resources Resources: Pennsylvania Youth Leadership Network PLYN: Secondary Transition Toolkit Developed by youth for youth 1st Edition July 2008 PYLN WI Youth First Developed by the Youth Community on Transition Wisconsin Statewide Transition Intitive Got Transition

65 Questions

66 Contact Information Steve Gilles, Consultant Pam Jenson, CESA #2 Transition Consultant (608)


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