1. Supporting Youth And Young Adults To Become Partners
Information from 2015 NTACT Presentation
Michael Stoehr – Pennsylvania Training and Technical Assistance Network
Dr Joan Kester – George Washington University
Dr. Josie Badger – RAISE Center

2. The National Resources for Access, Independence, Self-determination And Employment (RAISE) and 7 RSA-funded Parent Training And Information Centers are helping youth and young adults with disabilities to be real partners in attaining the education, supports and services they need to achieve competitive employment, independent living and empowerment.

3. Youth Engagement Continuum
Youth Services Approach
Youth Development
Youth Leadership
Core Principles for Engaging
Young People in Community Change, Forum for Youth Investment,
Intervention (For Youth)
Development (With Youth)
Empowerment (By Youth)

4. Topics
Organizational
Programmatic
Youth Role
Services
From service side
General Topics
Attending
Youth as an after thought
Lecture and Resources/Handouts
Engagement
T = Training and Activity Topics O = Organizational Components P = Programmatic Components Y = Youth Role

5. Youth Development Youth development Leading Thriving Learning Working
Connecting
NCWD/Youth has adopted the following working definition of youth development adapted from NYEC and National Collaboration for Youth: youth development is a process which prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent.
Ferber, Pittman and Marshall (2002)
Learning – developing positive basic and applied academic attitudes
Thriving – developing physically healthy attitudes, skills, and behaviors
Connecting – developing positive social attitudes, skills, and behaviors
Working – developing positive vocational attitudes, skills, and behaviors
Leading – developing positive civic attitudes, skills, and behaviors
Youth development
A process which prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent.

6. Youth Development Programs
Topics
Organizational
Programmatic
Youth Role
Decision-making
Clear mission and goals
Focus on each young person’s individual needs, assets, and interests
Youth involvement in developing and implementing activities
Identity
Staff are trained, professional, supportive, committed, to youth
Hands-on experiential and varied activities
Personal responsibility
Relationships
Safe and structured environment
Mentoring/role models
Opportunities to try new roles and for success
Connections to community and other youth-serving organizations
Family involvement and support
Opportunities for youth to develop self-awareness, identity, and values
The Konopka Institute (2000)
Eccles & Gootman, 2002; Roth & Brooks-Gunn, 2003

7. Youth Leadership
Leading
Thriving
Learning
Working
Connecting
NCWD/Youth has chosen to adopt a two-part working definition of youth leadership, as follows: youth leadership is (1) “The ability to guide or direct others on a course of action, influence the opinion and behavior of other people, and show the way by going in advance” (Wehmeyer, Agran, & Hughes, 1998); and (2) “the ability to analyze one's own strengths and weaknesses, set personal and vocational goals, and have the self-esteem to carry them out.
Wehmeyer, Agran, & Hughes, 1998
Youth leadership includes intrinsic and extrinsic leadership skills

8. Youth Leadership Programs
Topics
Organizational
Programmatic
Youth Role
Awareness, understanding and tolerance of other people
Youth involvement at all levels including administration and the Board of Directors
Hands-on involvement at all programmatic levels such as planning, budgeting, implementing, and evaluating programs
Varied, progressive leadership roles for youth: small group, large group, event, program
The history, values, and beliefs of communities and cultures
Multiple opportunities to develop and practice leadership skills
Experiential learning and opportunities for genuine leadership
Leadership styles
Service to others in the community, country, and world
Woyach, 1996

9. Leadership Who would you identify as a leader? Why?
How would you define leadership?
Leadership in youth?
Leadership for youth with disabilities?
NCWD/Youth’s definition of youth leadership- (1) “The ability to guide or direct others on a course of action, influence the opinion and behavior of other people, and show the way by going in advance” (Wehmeyer, Agran, & Hughes, 1998); and (2) “the ability to analyze one's own strengths and weaknesses, set personal and vocational goals, and have the self-esteem to carry them out.

10. Identifying a Youth Leader
Attendance
Engagement (Willing to try things or answer questions) and Commitment
Passion
Volunteers
Interacts and willing to help

11. How do you get a youth to move from engagement to leadership?

12. Program Sustainability
Continuous feed of new youth
Ongoing leadership transition/training
Promote individual ownership of aspects of the program
Delegate tasks to as many people as you can handle
Don’t rely on one funder
Use resources wisely
Communicate

13. What was the time that you felt you did not fit in to a group or feel prepared to contribute?

14. Role of the Adult Allies

15. ADULT ALLIES – A CHANGE IN MINDSET
The Drivers
The Supporters
I Teach You
We Learn Together
“I will just do it.”
“You can do it. I am here to help!”

16. Adult Allies – Ideal Characteristics
Supports idea exploration
Encourage
Genuine Interest in Young People
Logistics
Connections, Background Knowledge

17. Partnerships
A young person should see an adult ally as a person who “always has their back”, but also knows when to “back off” so that the young person believes they can do anything!

18. Resources to Help Build Family & Youth Engagement

20. The National Collaborative on Workforce and Disability (NCWD/Youth)
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
Center for Self Determination
Literature & Resources
Training Information

21. University of Oklahoma - Zarrow Center
AIR Self-Determination Assessments
ARC Self-Determination Scale
Choice Maker Self-Determination Assessment
Field and Hoffman Self-Determination Assessment Battery
Student led IEP- Instructional modules

22. PA’s Secondary Transition Website

23. www.imdetermined.org Student Involvement in the IEP
Assessments & Checklists for students, parents, educators
Family Support
Videos, Literature & Resources

24. References
Core Principles for Engaging: Young People in Community Change, Forum for Youth Investment, Edelman, A., Gill, P., Comerford, K., Larson, M., & Hare, R. (2004, June). Youth development and youth leadership: A background paper. Washington, DC: Institute for Educational Leadership, National Collaborative on Workforce and Disability for Youth. Ferber, T., Pittman, K., & Marshall, T. (2002). State youth policy: Helping all youth to grow up fully prepared and fully engaged. Washington, DC: The Forum for Youth Investment. Nishioka, V., & Bullis, M. (2002). Job-related social skills training. Vocational and Nurturing Youth Leadership In The Global South: A Mapping Of Strategies, Approaches, Challenges And Opportunities. (n.d.). Restless Development. Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes. Wehmeyer, Michael L., and Palmer, Susan B. (2003). Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination.Education and Training in Developmental Disabilities. 38(2), 131–144. Woyach, R. B. (1996, Spring). Five principles for effective youth leadership development programs. Retrieved May 25, 2005, from