1. Penny Cantley Karen Parker James Martin

2. 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?

3. 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?

4. The Zarrow Center for Learning Enrichment facilitates successful secondary and postsecondary educational, vocational and personal outcomes for students and adults with disabilities. ZC faculty, staff, and students do this through self-determination oriented evaluation, research, development, transition education instruction, and dissemination of best educational and support practices. The ZC also prepares undergraduate and graduate students to assume leadership roles in schools, universities, and support organizations.

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

6.  Summary of Performance (SOP) ◦ Oklahoma uses the student directed SOP  Student-Directed Transition Planning ◦ To increase student involvement in transition planning discussions  ME!

7. The purpose of the ME! is to: ◦ 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

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

9.  Funding provided by a grant from the Oklahoma Developmental Disabilities Council awarded to University of Oklahoma, Zarrow Center  Continues the Zarrow Center’s focus of developing teacher friendly materials available at no cost to educators

10.  Being developed and validated via a curriculum review process  Available by Fall 2009 at Zarrow Center website, http://education.ou.edu/zarrow/ http://education.ou.edu/zarrow/  Opportunities for you to get involved

11.  ME! Book  KWL Chart ◦ what we know, what we want to know & what we learned  My Disability Research Project  Performance Assessment  Priority Academic Student Skills (PASS)

12.  Unit 1: Getting Started  Lesson 1: Understanding Self-awareness & Self-advocacy  Lesson 2: Understanding What it’s all About Student KWL Chart.doc  Unit 2: Learning About Special Education  Lesson 1: Learning About the History of Disability  Lesson 2: Learning About SPED! How & why did I get here?  Lesson 3: Creating My! History

13.  Unit 3: Understanding My Disability  Lesson 1: Starting My Disability Awareness Project  Lesson 2: Continuing My Disability Awareness Project  Lesson 3 and 4: Completing My Disability Awareness Project  Famous People with Disabilities.pptx Famous People with Disabilities.pptx

14.  Unit 4: Understanding My Individualized Education Program  Lesson 1: Getting to Know My IEP  Lesson 2: Still Getting to Know My IEP

15.  Unit 5: Understanding My Rights & Responsibilities  Lesson 1: Learning My About Rights & Responsibilities in High School  Lesson 2: Learning About My Rights & Responsibilities After High School  Lesson 3: Where do I go from Here?

16.  Unit 6: Communicating About My Disability & Needs  Lesson 1: Knowing What to Ask and How to Ask  Lesson 2: Talking to My Teacher – Role play in class

17.  Unit 7: Advocating For My Needs  Lesson 1: Talking to My Teacher – Performance Assessment  Unit 8: Discussing & Disclosing My Disability Outside of School  Lesson 1: Using My New Skills on the Job

18.  Unit 9: Becoming Self-Determined  Lesson 1: Putting it all Together  Unit 10: Becoming ME!  Lesson 1: Reflecting on My Past, Planning for My Future  Form_15.pdf Form_15.pdf

19.  Time to Teach ◦ Approximately 15 hours ◦ 20 – 45 minute sessions  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 http://education.ou.edu/zarrow/http://education.ou.edu/zarrow/

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

22. Dr. James Martin The University of Oklahoma Zarrow Center for Learning Enrichment College of Education 338 Cate Center Drive, Room 190 Norman, OK 73019-4090 Phone 405-325-8951 Fax 405-325-7841 jemartin@ou.edu Penny L. Cantley The University of Oklahoma Zarrow Center for Learning Enrichment College of Education 338 Cate Center Drive, Room 190 Norman, OK 73019-4090 Phone 405-325-8951 Fax 405-325-7841 pennylou@ou.edu Karen Parker The University of Oklahoma Zarrow Center for Learning Enrichment College of Education 338 Cate Center Drive, Room 190 Norman, OK 73019-4090 Phone 405-325-8951 Fax 405-325-7841 ksparker@ou.edu