SELF-ADVOCACY SKILLS SECTION

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1 SELF-ADVOCACY SKILLS SECTION

2 SELF-ADVOCACY SKILLS This section focuses on teaching the skills necessary for students to advocate for themselves in their school, community and workplace. This section includes IEP/ITP participation activities and Age of Majority information necessary for 10th grade students. Please include the suggested lesson in your selection of at least two lessons from this section. The suggested lesson in this section is the Practice Script. The suggested lesson should be included in the student s Career Portfolio. 10 C - 1

3 IEP/ITP PARTICIPATION ACTIVITIES 10 C - 2

4 TRANSITION IEP MEETING 1. What is a transition IEP meeting? A time when you will have a chance to talk about your goals and plans for the future. 2. When is the transition IEP meeting held? A transition meeting is held at least once a year after you turn What do I do to get ready for this meeting? Be able to talk about your future goals and plans. 3. What should you bring to the transition IEP meeting? 5. What do I have to say at this meeting? You will talk about the goals and plans you want to work on. You may ask a teacher or friend to talk for you or help you talk to the group. 6. How long does the transition IEP meeting last? The meeting should last about an hour. 7. Why do I have to have this meeting? A law was passed called IDEA that says all students who are 14 years old must begin planning for their transition from school to adult life. It also says that the IEP must show that this transition planning is being done in the right way. You will put your transition plans on paper as you will be discussing your goals and plans for the future. Adapted from Preparing for the Future (1997) Riverside County Office of Education. 10 C - 3

5 UNDERSTANDING THE TRANSITION IEP MEETING Preparation: Prepare to discuss the transition IEP meeting. Plan for the skit activity Maria s Meeting. Make an overhead of What is a Transition IEP Meeting? Objective: Today you will learn what a transition IEP meeting is. You will also learn how to prepare for and take an active role in this meeting. Activities: Writing (5 Minutes) When I think about planning for the future, I feel... Group (15 minutes) Start the class by choosing two students who have good reading ability to read the skit Maria s Meeting. After the skit, ask students to work with a partner to answer the following questions: 1. How did Maria feel about her meeting? 2. What did Norma think about the transition IEP meeting after talking to Maria? 3. In your opinion, what is the hardest part of the meeting? After partners discuss each question, ask volunteers to share their answers. Group (30 Minutes) Using an overhead of the handout Transition IEP Meeting guide students through each section. Either read the questions and answers or have students take turns reading them. Discuss each of the seven questions and answers as they are addressed. Compare the answers to Maria s Meeting when appropriate. Review & Share (5 Minutes) One thing I will do to get ready for my transition IEP meeting is." Adapted from Preparing for the Future (1997) Riverside County Office of Education 10 C - 4

6 MARIA S MEETING Maria and Norma are talking to each other after Maria s transition IEP meeting. Norma: Maria: Norma: Maria: Norma: Maria: Norma: Maria: Norma: Maria: Norma: Maria: Norma: I bet it was hard to talk to all of these people during the meeting. What did you say? It really wasn t hard at all. I was nervous at first, but Mrs. Smith was there to help me. She was really great. We talked about everything before the meeting. It was easy after that. What is the meeting for and what did you have to do before it? The meeting is to help me write down my plans for high school. It also helps me think about a career. I put together a portfolio in my English class. Then at the meeting, I used the information from my portfolio to talk about my goals. The portfolio must be hard to do. That was the fun part. We did everything together. There were some really fun activities. I learned about myself, how I learned and what I want for a job. Who was at the meeting? Well, I could invite whoever I wanted. I asked my parents, I asked Mrs. Smith because she always helps me. The principal and my counselor were there. I asked Susy my next-door neighbor because she has known me my whole life. Wasn t it scary to talk to all of those people? Not really. We practiced in class. I sort of knew what to expect. All I had to talk about was me. At least I knew the answers to those questions. What does your IEP say? It s really great. I m going to work on using a tape recorder in my high school classes because I miss things. I m going to do a report about hospital jobs. I even get to visit the hospital to watch some of the people work. I m going to be a TA in the office to learn about office jobs. There are some other things, too. It doesn t sound so bad. I hope my meeting will be as good as yours. Adapted from Preparing for the Future (1997) Riverside County Office of Education 10 C - 5

7 PRACTICE YOUR TRANSITION IEP MEETING Preparation: Make an overhead and prepare to go over the Practice Script Prepare to have all students role-play the transition IEP meeting. Objective: Today you will complete the script for your transition IEP meeting. You will also use the script to practice taking an active role in your meeting. Activities: Writing (5 Minutes) When I think about being in my transition IEP meeting, I... Practice Script Group (20 Minutes) First review the Practice Script with the students using an overhead. As you go over each section, have students write in their individual answers. Give students ideas and encourage them to complete the script. Group* (30 Minutes) Using the completed Practice Script have students form groups of four to practice their meeting. Each group will role play the transition IEP meeting four times so that each student will have a chance to practice their meeting. Each member of the group will alternate the roles of students, parent, teacher, and principal. After each student has role played as the student, have the groups debrief and share the strengths as well as the things they will work on before they have their transition IEP meeting. *Supplemental Activity: Students will write a three-paragraph report describing their transition IEP meeting as they would like it to be. Review & Share (5 Minutes) One reason it is good to practice before my meeting is. Adapted from Preparing for the Future (1997) Riverside County Office of Education. 10 C - 6

8 *PRACTICE SCRIPT Fill in the blanks on this script and use it to practice for your IEP Transition Meeting. Practice introducing yourself: Say, Hi, my name is. Either introduce the people at the meeting or ask them, Could you please introduce yourself. Practice talking about your goals: Say, My goals after graduation are..: To ask for help with your goals: Say, I will need help with some of my goals Goal Goal Goal Help From Help From Help From If you don t understand something: Say, Would you please explain what you mean? Ask for agreement: Say, Does everyone agree with my goals and action plan? At the end of the meeting, ask everyone to sign and then say, Thank you very much for coming and for helping me with my plan. Taken from Preparing for the Future (1997) Riverside County Office of Education. 10 C - 7

9 STUDENT S GUIDE TO THE IEP SECTIONS OF THE IEP By law, your IEP must include certain information about you. This information is usually organized into the sections listed below. Current levels of educational performance. This section includes precise information about how you are doing in school and sometimes in other aspects of your life What special education and related services the school will provide to you How much of your school day will be spent in general education classrooms Goals for the year Short-term objectives (the individual steps that make up the annual goals) When the school will start providing services to you and how long the services are expected to last How the school will find out if you are accomplishing the goals and objectives set for you Assistive Technology devices (such as a computer, carbon paper or communication board) the school will provide to help you Transition services you need to get ready for life after finishing high school. Developed by The National Information Center for Children and Youth with Disabilities (NICHCY) 10 C - 8

10 LIST OF ACCOMMODATIONS Section 504 of the Rehabilitation Act of 1973 is another important federal law for people with disabilities. This law states that reasonable accommodations must be made. But what are reasonable accommodations? Reasonable accommodations are things the school or your teacher can do to make it easier for you to learn adapting or adjusting what you re learning or how they re teaching. Some of the most common accommodations schools offer students with disabilities are listed below. NOTE-TAKING ACCOMMODATIONS Use a tape recorder in the classroom Use another student s notes Have a note taker in the class Use teacher s notes Use computer or typewriter TEST TAKING ACCOMMODATIONS Extended time on test Take the test in a quiet area Have the test read to you Take test orally ADDITIONAL ACCOMMODATIONS Use textbooks-on-tape Have extra set of books for home and school Restroom use (medical accommodations) Use a calculator or dictionary in class Have additional time to get from class to class Have seating in the front of the class Have extended time to take PSAT or SAT test 10 C - 9

11 STUDENT S GUIDE TO THE IEP WHAT TO DO BEFORE THE IEP MEETING 1. Tell your family and teachers that you are interested in participating in your next IEP meeting. It is important that you have the support of your parents and teachers, because they will play a major role in helping you. 2. Ask your parents or teachers when your next IEP meeting is scheduled. Write the date below. Next IEP Date: 3. Ask your parents or teachers for a copy of your current IEP. 4. Read your IEP carefully. The IEP has several sections. Review each section of your IEP. 5. Ask your parents or teachers to explain what is written in your IEP, section-bysection. Ask questions. Make sure you understand the sections and the information in your IEP. 6. To get ready for your IEP meeting, it s a good idea to think about what you want to say. At the meeting, you ll want to be able to: Describe your disability Talk about your strengths and needs Describe your learning style (how you learn best and what gets in the way of your learning) Identify the accommodations (things to help you learn better) you need and why you need them Describe any medications you are taking or any medical needs you may have (if you wish to share this information) List your educational goals and objectives Talk about your transition plans for the future 7. It s also a good idea to practice what you want to say before the IEP meeting. Practice with your parents, a classmate, or a teacher. (Your parents need to know what your goals are before the meeting, so they can support your decisions.) 10 C - 10

12 STUDENT S GUIDE TO THE IEP PREPARING FOR THE IEP MEETING 1. You ll need several sheets of clean paper, and a pencil or pen. (If you like using a computer, that s fine, too. So is a tape recorder! You can also have a friend take notes for you.) 2. Start by describing your disability. What is your disability called? How does your disability affect you in school and at home? (For example, what things in school are harder because of your disability?) 3. Look at your old IEP goals and objectives. Do you think you have met those goals and objectives (This means you can do the things listed there.) Put a check next to the goals and objectives you have met. 4. What goals or objectives have you NOT met? Write these down on paper. They may be important to include in your new IEP. 5. What are your strengths and needs in each class or subject? Make a list of these. 6. Show the goals in your old IEP to your parents and your teachers. Do they think you have met these goals? What goals haven t you met? Add their ideas to the list of strengths and needs you started in Step 5 above. 7. Ask your teachers what they believe your strengths and needs are in each class or subject. Add their ideas to the list. 8. Develop new goals and objectives for this year, using the list of strengths and needs you and your parents and teachers developed. 9. Describe the accommodations you may need in each class to meet these new goals and objectives. 10. Think about your plans for the future and what you ll do after you ve finished high school. Talk with you parents and teachers about what you should be doing this year to get ready. 11. Work with your parents and teachers to write a draft IEP document that includes all the information above. Make a copy for yourself to take to the IEP meeting. Make copies for everyone else who will be attending the meeting. 10 C - 11

13 STUDENT S GUIDE TO THE IEP PARTICIPATING IN THE IEP MEETING 1. Make sure each team member knows each other. You may want to introduce them or have them introduce themselves. 2. Speak up and maintain good eye contact. 3. Talk about the things you practiced, including: your disability the strengths and needs you have in each of your classes your learning style ( how you learn best) the accommodations your need and why you need them your goals and objectives for the next year your transition plans for the future. 4. Ask for additional suggestions and comments on your IEP. Be sure everyone has a chance to talk and share their ideas. 5. Listen to ideas and suggestions from the other IEP team members. If you don t understand something, ask for an explanation. 6. Share your feelings about the goals and objectives that other team members suggest. Try to come to an agreement about what goals and objectives are important to list in your IEP. (If you cannot finish in the time you have, set a time and date for another meeting.) 7. Write down (or have someone else write down) everything that s been decided, so that a final IEP can be written. 8. When the meeting is over, thank everyone for attending. 10 C - 12

14 AGE OF MAJORITY LAW Section (c) of IDEA beginning at least one year before a child reaches the age on majority under State Law, a statement that the child has been informed of his or her rights under this title, if and, that will transfer to the child on reaching the age of majority. REQUIREMENTS The age of majority is 18 in California. Therefore, the student needs to be informed of their rights ON or BEFORE their 17 th birthday. All educational rights will transfer to the student when they become 18. For students age 18 and older, the IEP should document how and when these students were informed about the transfer of rights. Any required IEP notices shall be provided to the student who has reached the age of majority (18). If the student is determined to be incompetent to act on his own behalf in assuming his/her rights, and a judge has appointed a legal conservator, then the rights do not transfer to the student. In this case, the IEP should indicate who the conservator is. If a student has reached the age of 18 and has not had a legal conservator appointed, but who is determined not to have the ability to provide informed consent with respect to the educational program, someone shall be appointed to represent the student s educational interest. The state shall establish procedures for appointing the parent of the child, or if the parent is not available, another appropriate individual, to represent the educational interests of the child. A WORD OF CAUTION! Since any person reaching adulthood is presumed by the state to be competent, no other persons, including the person s parents, may legally make decisions on his or her behalf. This is true, even if a mental health agency or social service agency has determined for their own programs, that the person is mentally handicapped. An adult individual is presumed competent unless a court formally appoints someone as guardian. 10 C - 13

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