1. Advanced Social Communication High School: Lesson Two Facing Obstacles

2. Objective: Students will build awareness about multiple types of obstacles people face in their lives They will research strategies and strengths that can help them overcome various obstacles They will confront the concept of deficit perspectives and look into alternative ways to address a deficit perspective

3. Emotional Intelligence/ Social Emotional Learning goals: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. Use social-awareness and interpersonal skills to establish and maintain positive relationships. Recognize individual and group similarities and differences.

4. SCERTS Key Skills: Emotional awareness of self and others. Engages in reciprocal interaction: sharing intentions, emotions, interests. Responds to assistance, feedback and guidance regarding behavior/ emotional state.

5. Evidence Based Practices (EBPs): Task Analysis (TA) Peer-Mediated Instruction and Intervention (PMII) Self-Management (SM

6. California Common Core Standards: Speaking and Listening Standard; LS 1, Grades 9-12: Initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Speaking and Listening Standard; LS 2, Grades 9-10: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Writing Standard; W 6, Grades 9-10: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

7. Task One: Discussion As a whole group, discuss the types of limitations people experience in their daily lives. Question: What are some daily constraints that prevent success ? Create a thinking map for whole group responses for visual support *** Examples can be associated with time, physical strength, health concerns, cultural expectations, lack of experience, lack of knowledge, limited access, and economic constraints as well as social or family constraints.

8. Task Two: Students will complete a brief writing assignment PROMPT: Identify a few factors in your own life that are preventing you from meeting your full potential. *** If a student is reluctant to do this brief writing task, explain to them that that in itself is a limitation they can write about, and it is a requirement of this lesson that they provide evidence, in writing, of this objective.

9. Task Two continued: Once you have completed the writing task, Please share your response. Sharing can be either whole group, small group or pairs. ***This may be a very difficult process, but it is vital that the students start to identify and acknowledge their own limitations.

10. Task Three: Student get into groups, as instructed by your teacher, based on your written responses to your limitations. Once in groups, you can begin to research the range of impact of associated limitations from mild obstacle to any exceptional needs associated with the limitation.

11. Exceptional Need Categories for Project Social issues = Autism (HFA) Academic issues - Specific Learning Organizational issues = ADD/ ADHD Emotional issues = Emotional Disturbance Health Issues = Other Health Impairment ***Economic constraints and Cultural norms and expectations can be infused into the above categories where applicable

12. Students are expected to create a power point that explains a range of impact their group’s specific topic. The range should include examples of mild –moderate obstacles associated with each exceptional need. **You do not have to personally identify with the “disability” aspect of the targeted population, but they should recognize that many people, especially in school, are identified with these exceptional needs.

13. Power-point Requirements: Slide 1: Topic / subject and group members names Slide 2: Definition of specific disability Slide 3: Characteristics of specific disability… what types of behaviors are associated with this exceptional need Slide 4: Identify ways a person who is diagnosed may be impacted in school, work or with peers Slide 5: Identify any supports this group has access to Slide 6: Identify any strengths/ skills that have been associated with this population Slide 7: Identify any famous/ successful people that have been associated with this population Slide 8: Add any insights your group members have gained from researching this population Slide 9: Site the sources your research has come from…you must acknowledge where you gained your information.

14. Task Four: Each group will present their exceptional need to the class. Each group member has to present at least one slide. All group members must be in front of the class when their group is presenting. The audience can ask questions after each presentation. Questions should be topic related, not critiques of a group’s or individual group members’ efforts. ***Remind them to listen for key information and practice their working memory skills.

15. Evaluation: Council Questions: 1.What did you like or learn from another groups’ presentation? 2.Why is it important to be able to identify obstacles in your life? 3.How can facing and overcoming the obstacles you identify help you achieve your goals? 4.What part of this project did you find easy to accomplish? 5.What part of this project was most difficult for you?

16. Task 6: Impulse control Discuss the fact that everyone has impulses to behave or act a certain way at times, but it is important to work on our individual impulse control, so that we do not say or do something that may offend or make someone else uncomfortable… Habitually, students with disabilities/ exceptional needs have been treated in ways that creates a deficit perspective academically, personally, and socially. How can we advise others to control their impulses as to not negatively impact or perpetuate a deficit perspective.

17. Task 6: Counsel Questions: How do you control your impulses to not say or do something at an inappropriate time? How can you advise someone else to control their impulses when they are making someone else uncomfortable or perpetuating a deficit perspective?

18.  Limitations  Constraints  Success  Potential  Obstacle  Exceptional needs  Characteristics  Impulses  Impulse control  Perpetuate  Inappropriate Vocabulary