Presentation on theme: " Self-advocacy. How do students come to understand their own learning needs? How do they learn to explain them to others?"— Presentation transcript:
Self-advocacy. How do students come to understand their own learning needs? How do they learn to explain them to others?
Primary Role o Provide indirect services to students by providing direct services to their classroom teachers Develop a “Learning Profile” for identified students Explain the disability in “teacher language” Describe student’s learning strengths/weaknesses Describe “high payoff” accommodations/modifications Assist teachers with implementing adaptations Explain and demonstrate adaptations if necessary Provide encouragement and support Develop a “Plan B” if needed
Secondary Roles o Serve as liaison between school and parents o Serve as liaison between school and external professionals o Assist parents with accessing external community resources o Work with students on self-advocacy skills and learning strategies o Develop a plan to help struggling students who are not yet identified as having a disability
Research supports the consultation model Maximize benefits of one special needs professional Improve students’ learning all 30 instructional hours per week by changing their “in classroom” experience
Gather information from professionals who have assessed the student: o Student’s strengths/challenges and student’s diagnosis as revealed by the evaluation o How the diagnosis is likely to affect this specific student’s school functioning o School adaptations the professional believes the student needs in light of his/her disability Decision criterion: School’s ability to provide the adaptations – not the disability label
Faculty belief that students with special needs can learn Time for the Learning Consultant and classroom teachers to consult Clear articulation by the administration that teaching students with special needs is an essential part of the school’s mission
Can have a different name (Student Support Team, Teacher Assistance Team). Group of faculty members come together to discuss behavioral or academic problems of students in order to provide direction and support. More information available at NCPD website at www.ncpd.org/webinars.
Contact your local colleges and universities. Those responsible for arranging accommodations for college students with special needs would be excellent guest speakers. Sign up for free newsletter available from CHADD (Children and Adults with AD/HD), LD Online, and the Council for Exceptional Children. (Links on the NCPD website.)
Check with area Catholic middle schools that are doing a good job. Many middle school strategies are easily transferable to high school. Contact your area public schools to see if faculty can be included in upcoming training. Consider a membership in CHADD or CEC.
National Catholic Educational Association (NCEA) www.ncea.org New book by NCEA: o Serving Students with Disabilities: A Resource for Planning and Implementation Designed specifically for high schools. Addresses in greater detail many of the elements in this webinar
For students already diagnosed with special needs by professionals before they come to us o We rely on the advice of those who already know the student well… Psychologist Physician Parent Previous school staff And, of course, seek input from the student