1. Take Charge Student Page Title Introduction Task Process Evaluation
[Teacher Page]
A WebQuest for Grades 8-10 Self Advocacy
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Introduction
Designed by
Task
Susan McEntee
Process
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Based on a template from The WebQuest Page

2. Introduction Student Page Title
[Teacher Page]
Title
IEP...dyslexic....hard of hearing....cognitive disability…autism….learning disability…
ADD/ADHD?
Every year there is an IEP meeting. It is all about you. Sometimes
you might just sit there feeling confused, bored, or angry. Maybe
you don’t want to attend. Why should you? They use words
you don’t understand, maybe they talk about you like you are not
even there!
During the next few weeks you will learn more about yourself, your career interests, and your strengths. You will also learn disability labels and what disability qualifies you for services through special education. You will complete research on one disability and create a group project that will help teach or explain to others what you have learned.
Finally, you will have a chance to think and write about your feelings about special education labels and the WebQuest project. You can apply what you have learned to ask for what you need at your next IEP meeting. As you understand your learning style, your strengths, and what helps you learn best, you can Take Charge of your education and your future.
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3. The Task Student Page Title Introduction Task Process Evaluation
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You will:
Take a multiple intelligence or learning style inventory.
Take an interest inventory.
Use the internet to conduct research about a disability.
Create a product that demonstrates what you have learned and that will help others understand more about disabilities.
Write a one page journal entry.
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4. The Process Student Page Title Introduction Task Process Evaluation
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First, you will complete an interest inventory using the internet or one of the inventories provided by your teacher.
Or complete one- Transition to Work, Careers for Me II, O’Net
Next, you will complete either the interactive multiple intelligence or learning styles inventory
Use the handouts to write down your results.
For explanations of your results
You may choose to complete journal entry # 1. at this time.
Each group will be assigned a disability label to research. Each member will use the disability research handout to complete the research using resources provided by your teacher and Internet resources. You may browse the internet if you need more information.
Specific Learning Disability (SLD)
Cognitive Disability / Developmental Delays (CD or MR)
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5. The Process continued Student Page Title Introduction Task Process
[Teacher Page]
Emotional Disturbance (ED)
Autism
Deaf or Hard of Hearing (DHOH)
Attention Deficit/ Attention Deficit with Hyperactivity
When you have completed your research and the handout about the disability label, get together with your group and brainstorm what kind of project you will create to help other people learn about the disability you researched. You will need to identify the roles your group members will need to accomplish your project.
Write a one page journal entry if you have not already completed it.
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6. Evaluation Student Page Title Introduction Task Process Evaluation
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Beginning 1
Developing 2
Accomplished 3
Exemplary 4
Score
The project or presentation contains ten required elements
Few (3 or less) of the required elements were included
Some (5 ) of the content elements were included
Most (7 ) of the content elements were included
All 10 of the content elements were included
The facts included in the project or presentation were correct and accurate
Few of the facts were accurate
Many of the facts were accurate
Most of the facts were accurate
All of the fact were accurate
Mechanics of the project or presentation were correct
There were more than 5 spelling, capitalization, or punctuation errors in the project or presentation
There were 3 errors in spelling, capitalization, or punctuation in the project or presentation.
There was 1 error in spelling, capitalization, or punctuation in the project or presentation.
There were no spelling, capitalization, or punctuation in the project or presentation.
Individual participation in the group
You did not use class times to work on the project and you often distracted others
You used some of the class periods to work on the project and you occasionally distracted others
You used most of the class periods to
Description of identifiable performance characteristics reflecting the highest level of performance.
Completed a one page journal entry
Complete one quarter of a page journal entry
Completed one half page of journal entry
Completed three quarter page journal entry
Completed one page journal entry
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Adapted from evaluation tool developed by Nicole Held 2007
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7. Conclusion Student Page Title Introduction Task Process Evaluation
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You have learned about the disabilities groups on our campus have been .. Maybe you have learned how to sign hello or learned a little about Deaf culture. Maybe when another student is teasing a student in the ILS class you can step in because you understand a little more about cognitive disabilities. When someone in your class has a very difficult time making friends, you will understand that that is part of being autistic.
The project you created to teach others about your disability or the disability of other students on our campus can be used to help teachers, parents, and other students understand how we can help each other.
The next step in learning to Take Charge of your education and your future will be to understand the IEP document and lead your annual meeting. Make a PowerPoint about yourself and your dreams for the future! Write a script for your next IEP! Videotape your meeting to share with and teach parents, teachers, counselors and other students so that they can see what it looks like to be in charge.
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8. Project Student Page Title Introduction Task Process Evaluation
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Title
Introduction
Your group will create a teaching tool that demonstrates what you have learned from your research. It can be a poster, a tri fold, a journal OR scrapbook with written entries and pictures; it can be a PowerPoint, a skit or a play, or even a rap song. Brainstorm some ideas in your group and choose the project that you will complete. Each of you will receive a separate grade. Your project will be graded in the following areas:
CONTENT- Does your project contain all of the following?
Name of the disability and acronym (if there is one)
Definition of the disability
Traits of the disability (3)
Tips for helping/ working with people with this disability (4)
Ways the disability might affect the future (socially, college, work) of people with this disability.
ACCURACY OF INFORMATION- Are all the facts included in your project correct?
MECHANICS- Is all the spelling, grammar and punctuation correct?
PARTICIPATION- Did you stay focused on the project, use time well, and not distract others.
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9. Research Guide Student Page Title Introduction Task Process Evaluation
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What is the name of the disability that you researched? Is there an acronym for that disability group? For example, ED for Emotional disability, LD for learning disability etc.
What is the definition of that disability?
What are some of the symptoms or characteristics of the disability? List at least five.
What are the causes of the disability? List at least two.
What are some ways that this disability would affect the ways students learn or succeed at school? How would school be more difficult for students with this disability? List at least three difficulties.
What are some strategies or ways students with this disability could be accommodated at school? What are some tips you might list for parents, teachers, students, and your peers? List at least 5. (You might interview a friend with this disability to get some hints. You may also ask a teacher.)
How do you think this disability might affect students when they go to college or when they go to work? (You can ask an expert.)
Now that you have completed your research and read some of the stories about people with this disability, write down some of your feelings. Did you understand how some school tasks might be more difficult? Did you learn about some of the strengths of people with this disability? Do you think you understand more about some of your classmates who have been identified with this disability? Write at least 5 sentences.
Brainstorm ways you could help other people understand this disability. For example, make a poster, create a video etc. List at least 4 ways that you could explain, teach, or demonstrate what you have learned. BE CREATIVE!
Has this research helped you understand more about yourself and other students? Do you think you could give your teachers, peers, and family some tips that might help you to be more successful at school? Have you thought about some things that might get in the way of your future plans at college or work?
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10. Interest and Career Exploration Tool
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Instructions:
Logon to the Internet by double clicking on the Internet Explorer icon on your desktop.
Go to Click on Site ID tab.
Provide the following information:
Site ID:
Password: vikings
Under YOUR TOOLS, click on Choices Explorer.
Under WORK, click on Start with a quick quiz.
This will take you to the introduction of the Career Finder. Click on Start Now> to begin quiz. Then proceed to answer the questions in each of these two sections:
Your Interests
Your Skills
You will then be taken to Section 3: CAREERS. Here you will see a list of Career suggestions based on your skills and interests.
Select two careers to explore. Write them in on your worksheet.
Click on the first career that interests you. You will be shown a graph of how your interests and skills compare to the interests and skills necessary for this career. To get more information about this career, click on the link above the bar graph.
This will take you to articles and information about the career you have chosen. Click on the “What They Do”, “Salary and Outlook”, and “Education” links. Use this information to complete boxes 1, 2, and 3 on your worksheet.
Return to the “What They Do” page. Find the “Related Pathways” heading on the right side of the page and click on career area listed. This will take you to the ”High School Planning” page.
Use this information to complete box 4 on your worksheet.
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11. VAK Score Sheet Student Page Title Introduction Task Process
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Name ___________________ Grade ______________ Teacher _________
Record you responses to the VAK questionnaire in the chart below.
_____
____
Count the total number of A, B, C responses.
Totals A______ B________ C________
If you scored mostly A’s you are a visual learner
If you scored mostly B’s you are a auditory learner.
If you scored mostly C’s you are a kinesthetic learner.
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12. Journal Entry Student Page Title Introduction Task Process Evaluation
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Journal Response:
Choose one
You have completed and interest inventory, taken a multiple intelligence and a learning style inventory, and researched a career.
Write a one page journal entry . Include your learning style or multiple intelligence results and your identified career interest area. Describe how your strengths and interest helped you to decide on the career you researched. What skills and abilities will you need to develop at school that might help you prepare for this career?
You have researched and complied information about a disability group.
Write a one page journal entry that describes your experience. How did
thinking about your disability or difference make you feel? Did you learn
more about yourself? Do you think that everything you learned will help you
to ask for what you need? Why?
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13. Roles
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Determine the needs of your group and assign or choose the roles you need. Some roles you might include:
Editor- Reads the research or the text to be included in a projects that will be turned in and checks for spelling grammar, and punctuation.
Artist- Designs or creates the project and may assist with the drawing, painting, choosing of PowerPoint design, collage, poster, or which ever project you choose.
Writer- Creates the documents to be submitted with the product, or creates a written project such as a diary or a journal etc.
Organizer/ Leader –helps to assign or delegate tasks, makes sure everyone participates and stays on task, communicates with the teacher
Photographer or cinematographer -Videotapes, photographs and edits visuals needed for the project.
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14. Credits & References Student Page Title Introduction Task Process
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Thanks to:
George Smith, my Fresno Pacific University WebQuest instructor, for answering my questions and promptly responding as assignments were submitted.
WebQuest originators for lots of good ideas, banks of WebQuests, lots of materials regarding WebQuests Bernie Dodge and Tom March .
Although there were many sites and resources about self advocacy, the lessons for a self advocacy class developed by Nicole Held were extensive. Games, projects, tests, lots of good ideas.
Resources:
Uncovering the Mystery of Your Learning Disability Scott L. Crouse, Ph.D., LDinfo Publishing
Why are you Calling Me LD? PCI educational publishing
Interest Inventories- O’Net and Transition to Work jIST Publishers
Careers for Me
The WebQuest Slideshare Group to acquire the latest version of this template and training materials.
Microsoft Office Online for clip art and images
Brainstorming
WebQuest Garden lots of examples of webquests
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15. Teacher Page Student Page Title Introduction Task Process Evaluation
Title: Take Charge -
A WebQuest for Grades 8-10 Self Advocacy
Grade Level: Secondary Grades 8-10
Standards Addressed:
ISTE standard 3
Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
Students plan strategies to guide inquiry
Locate, organize, analyze, synthesize and ethically use a variety of sources and media.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Process data and report results
Objectives:
Students will evaluate interests, multiple intelligences, and learning styles
Students will develop an awareness of career options and requirements
Students will compile information about a disability group in order to increase knowledge and understanding of disability groups located on their school campus.
Students will analyze and synthesize information in order to create a visual product that incorporates compiled information about a disability that can be used to teach others about disabilities continue
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16. Teacher Page Student Page Title Introduction Task Process Evaluation
Students will develop self-awareness and self determination skills
Acquire positive attitudes toward self and others
Develop a sense of self-worth
Develop self-determination behaviors including autonomy, self
regulation, psychological empowerment, and self-realization
Materials:
Computers with access to internet, printer, PowerPoint, Word
Copies of “Why Are You Calling Me LD?” and “Uncovering the Mysteries of Your Learning Disabilities”
Paper pencil Interest inventories such as O’Net, Transition-to- Work or Careers for Me
Art supplies, magazines, staplers, tape, glue, pens, pencils, scissors,
Copies of handouts- VAK scoring guide, Research Guide, Project, Career Exploration Tool, Journal , video camera, digital camera and other materials and resources students may request.
Procedures:
Teacher will review definitions of Self Advocacy and lead a discussion about why that might be important to students.
Teacher will then introduce general information about WebQuests and tell students how to access the WebQuest.
Students will log onto the computers.
When students have accessed the WebQuest, teacher will show students how links within the WebQuest work, the sections of the WebQuest, their requirements and how they will be evaluated.
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17. Teacher page Student Page Title Introduction Task Process Evaluation
Students and teacher will read and discuss the introduction and task sections
together.
Teacher takes students through the steps in the process. Depending on the number of students and their ability levels, completion of these steps may take between 2 days and 2 weeks.
First, you will complete an interest inventory using the internet or one of the inventories provided by your teacher. (50-90 minutes)
Teacher will provide career exploration tool handout which includes written step by step directions for completing the inventory and career research.
Students will place worksheet (and any other results they have printed out regarding career or interest inventory because of disability or learning needs) in their transition portfolios.
Next students will complete either the interactive multiple intelligence or learning styles inventory.
Teacher will explain that students may choose to take one or both of the assessments
Teacher will hand out the VAK score sheet to students
Teacher will explain that students completing the multiple intelligence assessment can print out the graphs and results. (In times of cost cutting teacher may want to develop a handout that includes the areas of intelligence so that students can record results with paper pencil.)
Teacher will explain that students have the option of completing one of the journal assignments at this time.
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18. Teacher page Student Page Title Introduction Task Process Evaluation
Each group will be assigned a disability group to research. Teacher will explain that students will use the disability research handout to complete the research using resources provided in the WebQuest, or any sites that provide information on the disability group.
Depending on the number of students in the class, the teacher will divide students into research groups. Students will complete the research independently using the research guide, however student groups will be located in the same area of the computer lab so that they may share technology expertise and assist each other in completing the task. Depending on the level of the group, students may work in pairs to complete the worksheet.
Students may complete journal #2 at this point.
Teacher will check that students have completed the research and the handout about the disability label and lead a discussion about the process and what they learned. The teacher will ask questions and guide students to think about how people with disabilities might feel. Why is it important to know about your disability or the disabilities of others? How can we help each other? What did you learn that you didn’t already know? HOW can we teach other people? The teacher could tell a story or provide an example such as the counselor who thought that all special education students had pretty similar needs. She didn’t know the difference between someone with the educational label of learning disabled and cognitive disabilities. She didn’t know anything about strategies that would work for someone with auditory processing deficits. Yikes! How could we help the people on our campus learn more about disabilities?
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19. Teacher page Student Page Title Introduction Task Process Evaluation
Teacher will explain the brainstorm process and hand out the project worksheet and review the required components of the project.
Students will then get together in groups to determine what kind of projects they will create to help other people learn about the disability they researched. GET CREATIVE!!
Students will need to identify any roles the group members will need to accomplish the project.
Students will obtain verbal okay from the teacher before proceeding. (The teacher will need to know what students want to do in order to gather materials needed for the projects)
Students will complete the projects and submit for peer review.
Students will use the evaluation rubric to show areas that need recommendations or commendations.
Students submit final projects and transition portfolios for evaluation by teacher.
Assessment:
The teacher will provide verbal feedback for steps along the process including
task completion, behavior and participation, and meeting the requirements of
each step in the process based on teacher observation and discussions.
The teacher will review the rubric with students for step or element in the
process and give examples or feedback as needed.
Extensions
Write a persuasive essay about special education labels. Negative or Necessary.
Student presentations in classes using the projects they created
Student presentations to staff regarding disability labels.
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20. Teacher page Student Page Title Introduction Task Process Evaluation
Extensions Continued
Student led IEP- explain disability and required acommodations
Have deaf students run an after school deaf club to teach American Sign language and teach about deaf culture.
Visit a deaf social activity or play.
Start a community service club where students with cognitive disabilities work with learning disabled and typical students.
Have students interview employers to find out more about the careers of interest, how their disability might impact the requirements of the job
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