Lessons for Teaching Self-‐Awareness and Self-‐Advocacy Sequence of PDF
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Me! Lessons for Teaching Self-‐Awareness and Self-‐Advocacy Sequence of Contents for Combined PDF This document contains all materials included in the Me! lessons, except for the supplemental PowerPoint presentations. These are listed within each unit and can be downloaded separately from the table below. All 10 units, introductory information, additional resources, and unit quizzes with answers are compiled into a single document in the order listed below. 1. Me introductory information a. Scope and sequence b. Using the lessons c. Recommended resources 2. Me additional resources a. Special education vocab b. Special education laws c. Acronyms d. Unit 1 & 2 review e. Unit 4 & 5 review 3. Me unit 1 materials a. Unit 1 lessons b. Unit 1 lessons c. Me student materials d. Me teacher materials e. Me additional materials 4. Me unit 2 materials (all units are arranged in the same order as for unit 1) 5. Me unit 3 materials 6. Me unit 4 materials 7. Me unit 5 materials 8. Me unit 6 materials 9. Me unit 7 materials 10. Me unit 8 materials 11. Me unit 9 materials 12. Me unit 10 materials 13. Me unit quizzes and answers a. Unit quizzes b. Unit quizzes Teacher Edition ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Lessons for Teaching Self-Awareness & Self-Advocacy Version 2.0 University of Oklahoma Zarrow Center for Learning Enrichment Penny Cantley, Karen Little, James Martin, Ph.D. © 2010 University of Oklahoma Educators, university faculty and students, parents and others teaching the ME! Lessons for non-profit endeavors may do so without charge. If use of the lessons will produce a monetary profit, please contact [email protected] to begin the process of obtaining a usage license with the University of Oklahoma. ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Units & Lessons UNIT 1: Getting Started Lesson 1: Understanding Self-awareness & Self-advocacy Lesson 2: Understanding What It’s all About UNIT 2: Learning About Special Education Lesson 1: Learning About the History of Disability Lesson 2: Learning About Special Education: How & why did I get here? Lesson 3: Creating My History UNIT 3: Understanding My Individualized Education Program Lesson 1: Getting to Know My IEP Lesson 2: Still Getting to Know My IEP UNIT 4: Understanding My Rights and Responsibilities Lesson 1: Learning About My Rights & Responsibilities in High School Lesson 2: Learning About My Rights & Responsibilities After High School Lesson 3: Where do I go from Here? UNIT 5: Improving My Communication Skills Lesson 1: Learning How to Communicate Effectively Lesson 2: Knowing What to Share and Who to Share It With UNIT 6: Increasing My Self-Awareness Lesson 1: Starting My Self-Awareness Project Lesson 2: Completing My Self-Awareness Project Lesson 3: Presenting My Self-Awareness Project ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma UNIT 7: Advocating For My Needs in High School Lesson 1: Planning How to Advocate Lesson 2: Learning From Experience UNIT 8: Advocating For My Needs After High School Lesson 1: Using My New Skills on the Job Lesson 2: Using My New Skills at Postsecondary School Lesson 3: Reporting My Findings UNIT 9: Developing My Resources Lesson 1: Completing My Summary of Performance and Goals UNIT 10: Assessing My Progress & Portfolio Lesson 1: Assessing My Progress Lesson 2: Assessing My Portfolio ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Using The ME! Lessons Using The ME! Lessons The ME! Lessons were developed to help educators teach students critical transition skills. Prior to beginning the lessons, please review the Scope and Sequence and the Lesson Plans. We recommend that educators teach the units and lessons in the order presented in the scope and sequence. We also encourage educators to include additional activities as they see appropriate to further enrich the lessons. We estimate that it will take approximately 17-23 hours to teach the lessons with each lesson taking 45-60 minutes, not including the extension activities. The time required will vary based on individual teacher and student needs. Lessons may be taught daily or once or twice a week, depending on teacher and student needs. The more time between lessons, the more time needed for review. Lessons may be taught as part of existing curricula or as a stand- alone course. Please give us feedback on how you teach the lessons, how long it took, and any suggestions for change. Send your comments to [email protected]. The major components of the units include the ME! Book, KWL Chart, Self-Awareness Research Project, and My Meeting activity. The ME! Book is a student portfolio developed over the course of the 10 units. Please see the ME! Book instructions included in Unit 1 materials for details on the ME! Book. A KWL chart (Ogle, 1986) is a teaching strategy that provides structure for students as they comprehend, recall, and organize information they have learned. During Unit 1 and 2, students are introduced to the KWL chart. Please see Using a KWL Chart included with Unit 1 materials for additional information regarding the use of the KWL chart. Unit 6 is dedicated to the introduction, planning, completion, and presentation of the Self- Awareness Research Project. This project is designed to encourage students to identify, describe, and research their abilities, strengths, disability, and plans for the future. While three lessons have been dedicated to the project, it is likely that most educators will need to use additional class time for project completion. The My Meeting activity is completed during Unit 7 and requires students to create a written plan to self-advocate for accommodations in a subject area class. Each student must meet with a teacher to advocate according to the student-developed written plan and then have that teacher complete an evaluation of the student’s performance. At the beginning of each of the 10 units, you will find a description of the unit purpose and an overview of each lesson included in the unit. Additionally, the Oklahoma PASS standards addressed in the unit are listed before the unit lesson plans. The numbering of the PASS standards has been kept the same as the numbering in the PASS document from the Oklahoma State Department of Education (OSDE). Therefore, some of the standards identified for each unit may appear to be missing a number or objective. For example, Unit 2 PASS standards for Social Studies and Instructional Technology begin with Standard 4. This indicates that the PASS standards 1-3 for those two areas were not addressed in Unit 2. ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Using The ME! Lessons Each detailed lesson plan includes student objectives, materials, lesson opening, procedures, closure, and student evaluation. As you read through the lessons you will notice some italicized text. The italicized text indicates a script included to help educators address important information while facilitating class discussion and presenting lesson content. Eleven of the 23 lessons include an Extension Activity. These activities are not required, but we strongly recommend that educators include each Extension Activity whenever possible as they provide students with valuable information and additional opportunities for discussion and evaluation. Four of the 10 units include Critical Thinking activities that require students to identify problems and solutions from a scenario provided at the beginning of the unit. At the conclusion of the unit, students revisit the scenario to discuss the problems and solutions they originally identified and elaborate or change their responses based on the information learned during the unit. The Extension Activity included in Unit 10 provides students an opportunity to develop their own Critical Thinking scenario. Each of the 10 units (excluding unit 6) includes a brief Knowledge Quiz for students to complete. The Knowledge Quiz may be completed at the end of the unit to assess student knowledge or at the beginning and end of the unit as a way for students to evaluate what they learned during the unit. It is highly recommended that educators include each Knowledge Quiz as a useful student self-assessment tool and not simply as a “test” at the end of the unit. Quiz items that students struggle with should be added to KWL charts as something to be “learned”. Educators using the ME! Lessons may modify all lesson materials as needed to better meet individual student and teacher needs. Please send your modified versions and suggestions to [email protected] so that they may be considered for posting for others to use. ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Recommended Resources Recommended Resources The following resource recommendations have been included for educators to use during lessons as Enrichment Activities and as possible resources for Unit 6 as students complete the Self- Awareness Project. These resources are not required, but may be helpful to students and educators. Please review each resource prior to using it in your classroom to determine its appropriateness for your students. Books The following four books are published by Free Spirit Publishing Inc. Free Spirit publishes several books that could be valuable resources for students and educators. Some of the topics covered by Free Spirit books include ADHD, autism, teens and the law, stress management, anger management, and goal setting. Go to www.freespirit.com for more information. 1. The Survival Guide for Kids with LD by Gary Fisher and Rhoda Cummings This 96 page book contains helpful information about LDs, IDEA, special education, and getting along with others at school and home. Many of the 12 chapters align with the ME! Lessons and could easily be added as independent reading and/or homework as students complete the units. 2. You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences by Thomas Armstrong, Ph.D. 3. The Survival Guide for Kids with ADD or ADHD by John F. Taylor, Ph.D. 4. The Behavior Survival Guide for Kids: How to make Good Choices and Stay Out of Trouble by Thomas McIntyre, Ph.D. The following is a brief list of books written for students. Please visit the Center for Disability Information & Referral (CeDIR) at http://www.iidc.indiana.edu/cedir/kidsweb/ for a more extensive list of books categorized by disability. 1. What is Dyslexia: A Book Explaining Dyslexia for Kids and Adults to Use Together by Alan M. Hultquist 2. Attention, Girls!: A Guide to Learn All About Your Ad/Hd by Carl Pearce 3. The Girls’ Guide to AD/HD: Don’t Lose This Book! By Beth Walker 4. That’s Like Me! by Jill Lauren 5. Succeeding With LD: True Stories About Real People With LD by Jill Lauren 6. Why Do You Do That?: A Book About Tourette Syndrome for Children and Young People by Uttom Chowdhury and Mary Robertson 1 ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Recommended Resources 7. A Guide to High School Success for Students with Disabilities by Cynthia Ann Bowman 8. My New Brain: Memoir of a Brain Injury - An Unexpected Change by Lori Williams Videos & Websites I’M TYLER This video features Tyler, a high school student who has cerebral palsy. The purpose of this video is to educate people about ability awareness. Go to www.imtyler.org for more information. Temple Grandin This 103 minute video is based on the life of Temple Grandin, a woman living with autism. This story begins with Temple’s childhood experiences and covers her life as she earnd her doctorate and became well known for her work advocating for the humane treatment of livestock. Disaboom Network Disaboom is an organization dedicated to providing information and resources for people with disabilities. The Disaboom website includes many streaming videos about disabilities. The videos cover topics such as disability rights, adaptive sports, animals with disabilities, assistive technology and much more. Visit www.disaboom.com for more information. Diversity World Visit http://www.diversityworld.com/Disability/vid.htm for online videos about disability and employment. Americans with Disabilities Act Video about the ADA and how it has impacted three different people with disabilities. http://www.ada.gov/mycountryvideo/hi_speed_qt/mycountrydslgallery.htm History of Disabilities Disability Social History Project http://www.disabilityhistory.org/index.html Parallels in Time 1, a written timeline with flash video by MNDDC http://www.mnddc.org/parallels/index.html Parallels in Time 2 http://www.mnddc.org/parallels2/index.htm Misunderstood Minds This web site includes activities that simulate various learning disabilities. Many of the activities are helpful for teaching people about the experiences of students with disabilities. Visit http://www.pbs.org/wgbh/misunderstoodminds/ for more information. LD Online Visit LD Online at http://www.ldonline.org/multimedia for videos and updates on research and stories about students with disabilities. IRIS A resource of learning modules, videos, resources, etc. produced by Vanderbilt College and OSEP-IDEAS that Work project http://iris.peabody.vanderbilt.edu/resources.html 2 ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma IEP Document that outlines the plan for a student’s education IDEA A federal law that requires schools to provide special education to students with disabilities Goals Goals are things you, your family, and the school plan for you to achieve and these are written in your IEP Objectives Steps to reaching your goal Accommodations Changes made to HOW a student completes his/her work. Modifications Changes to WHAT a student is expected to do Types of Meetings: Eligibility Meeting Meeting held to review student test scores and other information to determine if a student qualifies for special education Annual Review A yearly meeting held to review a student’s IEP and progress made Reevaluation Meeting A meeting held every 3 years to review new testing results, IEP, and testing results Transition Meeting A meeting held to discuss and plan for a student’s future. Exit Meeting Meeting held before graduation to review student progress and discontinue special education services ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma Acronyms Review __________________________ Individual (2x) I-‐ Eye contact E-‐ Education (3x) P-‐ Act ___________________________ Plan I-‐ Disabilities D-‐ E-‐ Free A-‐ Public ___________________________ Have a nice tone F-‐ Appropriate A-‐ Activate your thinking P-‐ Relax E-‐ ______________________________ Sit or stand up straight S-‐ H-‐ A-‐ R-‐ E-‐ ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14 © 2015 Board of Regents of The University of Oklahoma
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