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Inclusive Mentoring Part II: Tips for Training Mentors of Youth with Disabilities October 30, 2009

Inclusive Mentoring Part II: Tips for Training Mentors of Youth with Disabilities October 30, 2009 2:00pm - 4:00pm Middletown, CT Kaela Vronsky, Mentoring and National Center Director Melanie Marzolf, Mentoring and National Center Program Associate. TRAINING OUTLINE. Introductions

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Inclusive Mentoring Part II: Tips for Training Mentors of Youth with Disabilities October 30, 2009

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  1. Inclusive Mentoring Part II: Tips for Training Mentors of Youth with Disabilities October 30, 2009 2:00pm - 4:00pm Middletown, CT Kaela Vronsky, Mentoring and National Center Director Melanie Marzolf, Mentoring and National Center Program Associate

  2. TRAINING OUTLINE • Introductions • Inclusion Review • Supporting Youth with Disabilities • Unique Challenges • Specific Tips • ACTIVITY & BREAK • Inclusion for Mentors • Bullying • Disclosure • Transition • Questions/Evaluations

  3. INCLUSION REVIEW An attitude and approach that seeks to ensure that every person, regardless of ability or background, can meaningfully participate in all aspects of life. http://www.includingallkids.org/what-is-inclusion.php

  4. COMMON DISABILITIES • Physical/Mobility: oftenrequires use of wheelchair or crutches (i.e Cerebral Palsy, Multiple Sclerosis, spinal cord Injuries, congenital limb disorders, amputations) • Sensory: Visual, auditory, and speech impairments • Behavioral/Social: Autism spectrum disorders, ADHD • Mental Health: Mood and Anxiety Disorders, PTSD • Learning: Different ways of learning and processing language and math (i.eDyslexia)

  5. COMMON CHALLENGES • Negative stigma • Low self-esteem • Difficulty with social skills and peer relationships • Difficulty with changes in routine or environments • Stress and frustration

  6. #1 Rule: Do your research – Everyone is different HELPFUL TIPS FOR ENGAGING YOUTH

  7. TO CONSIDER • Create a safe and accessible environment for all program activities and events. • Keep program activities and events structured and stick to a schedule. • Be patient and allow for some flexibility. • Seize learning opportunities to normalize disabilities.

  8. TO CONSIDER • Be concrete and explicit when communicating. • Practice constant positive reinforcement (Nurtured Heart Approach). • Role-model and teach appropriate social skills to youth (Hidden Curriculum).

  9. UNIVERSAL DESIGN • Universal Design is a process of designing products and environments so that they are accessible by all people, with and without disabilities. • Based on idea that the broad range of human ability is ordinary, not special • Also called “human-centered” design Universal Design History. The Center for Universal Design. http://www.design.ncsu.edu/cud/about_ud/udhistory.htm What is Universal Design? Universal Design Education Online. http://www.udeducation.org/index.asp

  10. BREAK & ACTIVITY

  11. RECAP What might be important to share with Mentors?? Concepts of Inclusion Etiquette/Communication Disability Specific Info and Tips Disclosure Bullying Transition

  12. BULLYING • Research suggests that youth with disabilities are at high risk for being bullied by their peers • Youth who experience bullying are more likely to be depressed, lonely, anxious, have low self-esteem, dislike school and experience headaches, stomachaches and fatigue. Wylie, M.S. (2000). Teaching Kids to Care. Family Therapy Networker. Http://www.cary-memorial.lib.me.us/bullyweb/networker.htm Benard, B. (1995). Fostering resilience in children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

  13. BULLYING How can mentors assist youth who are experiencing bullying? • Listen! By serving as a trusted and caring adult, mentors help youth to build self-esteem and resilience, which are strong protective factors • Respond to youth in an accepting and positive way • Make it clear that the bullying is not their fault, and it is not their responsibility to stop the bullying. • Talk with youth, his/her caregivers and other prominent adults in their life about the seriousness of bullying Wylie, M.S. (2000). Teaching Kids to Care. Family Therapy Networker. Http://www.cary-memorial.lib.me.us/bullyweb/networker.htm Benard, B. (1995). Fostering resilience in children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

  14. DISCLOSURE • Disclosure occurs when a person with a disability shares personal information about their disability for the specific purpose of receiving accommodations. • It is a personal decision that an individual must make for him/herself What are some of the advantages and disadvantages of disclosing one’s disability?

  15. DISCLOSURE How can mentors assist youth with disclosure? S H A R E Script Help build confidence Accommodations Right setting (time, place, person) Evaluate Pro’s and Con’s

  16. SCHOOL-TO-WORK TRANSITION Ways Mentors can help: • Discuss disclosure • Understand disability rights • Encourage youth to define strengths and aspirations • Help build confidence and leadership skills • Be aware of local resources Paving the way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities. National Collaborative on Workforce and Disability for Youth.

  17. SCHOOL-TO-WORK TRANSITION

  18. Questions?

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