Self-Advocacy and The IEP

1. TAN Meeting Self-Advocacy and The IEP Nicole Held: Special Education Teacher

2. Nicole Held Graduate UW-Oshkosh in 2004 with a double major in Special and Elementary Education Masters in Education from Olivet Nazarene University in Chicago in December of 2007 Been teaching 8th grade special education at D.C. Everest for four years. Email: nheld@dce.k12.wi.us Phone: 715-359-0511 ext. 3305 Website: www.difabilities.net

3. We will be presenting you with a lot of information and ideas. A good portion of the materials and resources we talk about are included in your packet or at the end of the power point. I personally teach this exact unit throughout the school year and use all the materials given to you. Feel free to take the materials and modify them to fit your needs and classroom. We will be presenting you with a lot of information and ideas. A good portion of the materials and resources we talk about are included in your packet or at the end of the power point. I personally teach this exact unit throughout the school year and use all the materials given to you. Feel free to take the materials and modify them to fit your needs and classroom.

4. What is Self-Advocacy and the IEP? Student using self-advocacy skills to run their Individualized Education Plan (IEP) meetings and take more control over their education empowering students to lead their own.

5. Why We Teach the Student Lead IEP Right now, students are exiting high school without acknowledging or understanding their disabilities. To increase individual knowledge about strengths and needs to be successful in school and use their self-advocacy skills to get it. Increase self-advocacy, and teach self-determination, goal setting, and self evaluation. Increase self-esteem. Get them involved more the IEP process.

6. Why Is This So Important If they don�t know what an IEP or goals are how are they suppose to be working on their goals?? Help them to understand what their disability is and how they can work on improving their weaknesses. Decisions are being made for them � give them a say in their own lives/education. Give them the self-advocacy skills they will need to function in the real world! Make the IEP a more enjoyable/positive process. Raise self-esteem When I first started this unit (1st year teaching) I was shocked to find out how few kids knew that they had an IEP and even more so that they did not know what their disability was. They thought they were stupid. Asked how many have an IEP, no one raised their hand Asked who has a disability most raised their hand then asked how many of you know what your disability is, only two raised their hand LD-legally dumb SL-slow learner Our students have been teased, discouraged, and frustrated for many years, causing a big problem with self-esteem and effort. By helping them to understand their disability we hope to increase their self-esteem and motivate them to learn. When I first started this unit (1st year teaching) I was shocked to find out how few kids knew that they had an IEP and even more so that they did not know what their disability was. They thought they were stupid. Asked how many have an IEP, no one raised their hand Asked who has a disability most raised their hand then asked how many of you know what your disability is, only two raised their hand LD-legally dumb SL-slow learner Our students have been teased, discouraged, and frustrated for many years, causing a big problem with self-esteem and effort. By helping them to understand their disability we hope to increase their self-esteem and motivate them to learn.

7. Determination

8. Why I Teach This Transition Conference First year teaching experience SL=Slow Learner & LD= Legally Dumb Feel it is most important How can they be successful? Success we have had.

9. My Research and Process: 1st year (04-05) Using a survey at the beginning and end of the year I have surveyed my 8th grade students on the topics of their disabilities, the IEP and its process, attendance at meetings, and knowledge of special education. Out of 22 special education students surveyed, only 3 knew what their disability was and only 1 knew what an IEP was. Started teaching little pieces first year and second year started putting together and teaching a unit on the disabilities and the IEP process.

10. 2nd year (05-06) Out of 23 special education students 2 knew what their disability was and only 1 knew what an IEP was. By the end of the unit 21 out of 23 could tell me what their disability and IEP was. Added the element of attending their IEP meetings and taking part in them. Teaching the unit on a more consistent basis (once weekly in Resource Study Hall) with some administrative support.

11. 3rd Year (06-07) 3 out of 21 students knew what their disability was and only 4 had gone to their IEP before. After the unit, 19 of 21 knew what their disability was and all but two attended their IEP meeting (2 running the meeting) Started working towards passing a mandatory class for all 8th grade special education students to take and I continued to develop and implement my unit year round in my classroom when time allowed.

12. Current Year I am teaching this as a class this year, still part of my resource, but every week. Out of 19 students 5 knew what their disabilities were, 2 knew what an IEP (meeting) was, 3 had been to their IEP the year before, and only half thought they were in special education. None knew they had special education goals! My class has passed as a mandatory class for all 8th grade students starting in the 2008-2009 school year.

14. Goals of My Program To increase the following in every special education student: Self-esteem Self-Advocacy Skills Understanding and Acceptance of their disability Give knowledge of the IEP and it�s process Get them involved in their IEP process Create tools and skills to use in the future

15. Overview of the Program I have a website: www.difabilities.net Please feel free to check it out and use any information on it for your classroom. I use a combination of PowerPoints, games, rewards, journaling, and discussion to teach this information. Safe and comfortable environment Need to talk and share Confidentiality and privacy Responsibility for the information

16. Part One Goals: Build an interest and intrigue about their disability Give the basic information about all disabilities Have students research their own disabilities in depth. Main Activities: Pre-Survey Community Building and Confidentiality (Post It Activity and Waiver) Journal about what they think of having a disability and what their disability is Teach disability information Research their disabilities Play Bingo at the end

17. Do You Want To Be A Puppet? Our principal comes in to talk with my students at the beginning of the unit. Most important thing you learn all year. Neat to hear from a high power figure. Fires them upOur principal comes in to talk with my students at the beginning of the unit. Most important thing you learn all year. Neat to hear from a high power figure. Fires them up

18. What Do You Think? In the journals I ask the following: Do you have disability If so, what? How does it affect you now and in future? Another activity we do is having the students try to predict what their goals might be and write themselves two goals. There are two example journals here The first was written by a boy who is actually OHI/ADHD. My focus was on the last statement. The second entry was written by a SL/LD student.There are two example journals here The first was written by a boy who is actually OHI/ADHD. My focus was on the last statement. The second entry was written by a SL/LD student.

19. SL/ELL/LD This student�s response made me very happy. She is SL/ELL/LD. She got two out of three, and also has taken a great attitude toward her disability. I do have a journal which is not shown that states �I don�t have a disability and this class is dumb!� Challenge like this, where students don�t want to admit to their disability can be frustrating, but by sneaking around it, they tend to get their work done.This student�s response made me very happy. She is SL/ELL/LD. She got two out of three, and also has taken a great attitude toward her disability. I do have a journal which is not shown that states �I don�t have a disability and this class is dumb!� Challenge like this, where students don�t want to admit to their disability can be frustrating, but by sneaking around it, they tend to get their work done.

20. EBD Student The low self-esteem this child exhibits is one of the biggest reasons I feel this is an important unit.The low self-esteem this child exhibits is one of the biggest reasons I feel this is an important unit.

21. Part Two Goals: Give the basic information about the IEP Look at and get familiar with the parts and process of the IEP IEP Main Activities: Teach the IEP parts and information using a blank IEP Talk about the difference between modifications and accommodations and how the students can access these.

22. CD Students It is important for these students to be told what an IEP is and to be shown their IEP. Even if they do not understand it, you should try and explain: Goals Modifications Basic Info (who will be there, what it is)

23. Part Three Goals: Get each child familiar with his or her own IEP Main Activities: Pass out each individual IEP and go over it with each child IEP Scavenger Hunt Play IEP Balloochies (Jeopardy) Set weekly goals to help achieve the IEP goals

25. Part Four Goals: Introduce self-advocacy and the importance of it. Acknowledge and come up with solution to deal with factors that can get in the way of being a good self-advocate Main Activities: Teach information on self-advocacy, how to do it and how to avoid problems that may arise. Role Play Situations Discuss Difficult Situations Who Wants to Be A Millionaire

26. Part Five Goals: Teach students how to participate in their IEP meetings (write goals, prepare scripts, present) Main Activities: Show students the proper way to be involved in the entire IEP process and how to run the meeting. Show video by Jim Martin and company and previous student IEP videos Write teacher invitation Two class periods to prepare: write IEP together, write script, and practice.

28. DateDear ____________,I would like to invite you to come to my IEP meeting and share your ideas. You coming to my meeting is important to me.�Date: Time:.Place: �Signed,�Your name��P.S. If you cannot attend this meeting, please let me know when we can meet to talk about my IEP. Thank you.

30. Part Six Goals: Get students accustom to the concept of transition and how it will work for them in our school district Understand there are numerous types of learning using the Multiple Intelligences and Learning Styles. Main Activities: Provide information about what transition is and how it works Do career sheets and independent living WS Fill out Enderle-Severson 2003 Future Outcomes/Goals Assessment Talk about Multiple Intelligences and decide individual Learning Styles. Do surveys. Introduce the Portfolio and show how to use it

31. Part Seven Goals: Give students a brief look at the history and laws of special education Main Activities: Talk about the history of special education and the benefits we have today Discuss briefly the responsibilities of being in special education and the laws.

32. Part Eight Goals and Main Activities : Create a handout/PowerPoint to use a tool with future teachers/employers Students (CD) could use this to present in their IEP

33. Part Nine Goals: Test knowledge learned about IEPs, disabilities, self-advocacy and transition. Main Activities: IEP Unit Test End of unit (Post) Survey End of unit Interview

34. CDS Students Just as important to get them involved, even if it is just going to the meeting. Many can use pictures to help run their meetings and express their wants for the future. Get them involved!!!

35. What about the younger kids? Start as early as possible! All kids deserve to know and understand their disability no matter what their age. To teach about their disabilities, you can actually do whole class learning or individual. Understand what a disability is Understand their disability Work on self-esteem issues Attend the meeting Talk with teacher about the goals Get parents involved with the process Having the child understand their disability as early as possible is crucial because it gives them time to understand, feel comfortable, and build self-esteem, rather than not understanding what is wrong with them. Also, you can involve a young child in writing the IEP, not as much as the older kids, but it is possible. Attendance at an IEP is up to the teacher but I feel that by 4th or 5th grade the student should start attending the IEP Encourage and get help from parents in teaching the student. Having the child understand their disability as early as possible is crucial because it gives them time to understand, feel comfortable, and build self-esteem, rather than not understanding what is wrong with them. Also, you can involve a young child in writing the IEP, not as much as the older kids, but it is possible. Attendance at an IEP is up to the teacher but I feel that by 4th or 5th grade the student should start attending the IEP Encourage and get help from parents in teaching the student.

36. Follow Through This is the most important part! Each child MUST meet with me ahead of time and go over/make changes to IEP, attend their IEP meeting, and present one thing at the meeting. A lot of the research I have done recommends that teachers continue to ease students into that role. (invite the teachers to meeting, introduce people, talk more, take the lead role)

37. How to Start Start small if need be. Teach it in any time you have, even if it is one-on-one. Talk with your administrators about the importance of this information. Check out other people�s websites and information.

38. Projects and Contacts Statewide Self-Advocacy Project Lisa Hebgen, Project Coordinator at lhebgen@swtc.edu or (608) 822-2631, by February 4, 2008. Nicole Held I am available to come and do in-services, conferences, and other speaking engagements. Just contact me at my email or phone listed at the beginning.

39. Books To Use Survival Guide for Kids With LD: Learning Differences by Gary Fisher and Rhoda Cummings The Survival Guide for Kids With ADD or ADHD by John Taylor The Behavioral Survival Guide for Kids by Thomas McIntyre

40. Resources Teacher and Student Guide to the IEP http://www.nichcy.org/pubs/stuguide/st1book.htm Self Advocacy Manual For Students http://www.ldpride.net/selfadvocacy.htm Advocacy, Life skills, and Transition Information http://www.youthhood.org/index.asp National Center For Learning Disabilities http://www.ncld.org/content/view/445/389/ List of Possible Accommodations for Students http://www.ldav.ca/articles/accomodations.html Student Lead IEP Help http://hawbaker.pls.iowapages.org/id2.html

41. More Resources Links on many special education topics http://www.familyvillage.wisc.edu/ Protection & Advocacy, Inc. Introduction to Self-advocacy http://www.pai-ca.org/pubs/507001.htm Disability Awareness Packet for Teachers http://www.dvusd.org/assets/pdfs/department_education/Disability_Awareness.pdf Center for Self Determination http://web.uccs.edu/education/special/self_determination/ Great Book and Lessons for this topic http://www.researchpress.com/product/item/5236/

42. Transition Resources Special Education Transition Portfolio http://www.rockingham.k12.va.us/rcps_sped/SVRP/Transition-Portfolio.htm www.ncset.org - Go to publications and parent briefs http://www.doe.mass.edu/sped/links/transition.html http://www.familyvillage.wisc.edu/school.htm http://www.caseylifeskills.org/