This Is My Teen s Notebook 1
I know it s here somewhere! 2
Practical Personal Portable 3
Recipe for a Simple System 5-6 Dividers 1 Notebook (3 ring binder) File Clipart goes here! I.E.P (Individual Education Program) Home Program Evaluations/Eligibility Progress Notes Parents Rights Miscellaneous And.personalize by adding pictures, poems, awards, teen s artwork, etc. Documents Photos Work Samples Add other specific information to the notebook that individualizes or describes your teen Update the notebook for the current year and then file the previous years information 4
Name: 5
Medical Information Medication: dosage times per day dosage times per day dosage times per day Dr. takes care of for general health care. Phone number and address are: Dr. is s Dentist. Phone number and address are: Other Doctors Immunizations are up to date yes no If no, what immunizations are due Other important medical/insurance information 6
About Me I like to My favorite hobbies or activities are My favorite time is Other special things to know about me are 7
About School My favorite subjects are These subjects are hard for me My best study time is I need tutoring or one person to help me with How I study the best (listen to soft music, need small amounts of school work given at one time, be in a quiet room, etc.) I need quiet to study. yes no I like to write what I study. It helps to remember. yes no I need to take a break often while I study. yes no I need to work on a small amount of work at a time. (Do a few math problems, do half or one page of work at a time, etc.) yes no More information about how I study or learn the best is 8
Parent & Teen Checklist Parents. Before the IEP (Individualized Education Program) and other school meetings, have you.. Reassured your teen that everybody is working together to help make learning easier? ( It s team work between the school and the family. ) Explained to your teen the importance of the IEP or school meeting and what the meeting is about. Asked your teen if they would like to attend their IEP or school meeting. Asked you teen what is going well in school and what s/he would like to do better. Outlined your teenager s strengths and challenges? (Everyone needs to hear the good stuff! Pointing out strong points builds confidence. Identifying challenges let you know what needs to be worked on). Discussed academic or vocational interests, possible career choices, education or training beyond high school and where s/he might like to live as an adult. 9
Physical.includes vision, hearing, speech mechanism, motor/psychomotor (gross motor {walking, eating, running, skipping, etc.} and fine motor {movements that are used to write, draw, etc.}, postural or muscle tone, reflexes and reactions, posture and movement practices), and medical health (during the IEP meeting, families need to describe medications taken, teens overall physical health, equipment used, etc.). I m good at I will work on 10
Communication...includes receptive (how information is received) and expressive (how language is expressed), nonverbal communication (sign language, gestures, etc.) articulation/phonology (how you talk/sounds made during speaking), mode of communication, voice and fluency (how your voice sounds and the rate of speech). I m good at I will work on 11
Social Includes those adaptive behaviors (personal and daily living skills, community living skills, communication skills) and social skills (independent living and social responsibility) which enable a youth to meet environmental demands and to assume responsibility (learn to do what is expected in public or society in general). I m good at I will work on 12
Academic Includes content area achievements (reading comprehension, basic reading skills, mathematics, calculations, mathematics reasoning, written expression, listening comprehension); strategies for learning and the relationship of learning problems to classroom success; learning style; strengths and weaknesses; and functioning level in specific skill areas. I m good at I will work on 13
Cognitive includes intelligence and thinking processes (knowledge, comprehension {how well you understand}, application {how you apply information}, analysis, synthesis {breaking the information down to understand it} and evaluation.) I m good at I will work on 14
*Vocational includes general work behaviors (attention to task, work rate, work organization, attendance, punctuality, and physical stamina); dexterity (skills with hands, doing tasks on the job); following directions; working independently or with job supports; job interests/preferences; abilities; other special needs; job specific work skills; interpersonal relationships and socialization skills (how you work with others); and related work skills (independent transportation, appropriate use of break time, appropriate dress for work). I m good at I will work on *Note: The area of Vocational is embedded in the IEP (Individual Education Program) and does not have a separate block as the 5 other areas Physical, Communication, Social, Academic and Cognitive do. Families should write vocational goals for their teen before going into the IEP meeting. It is important to discuss these goals with the IEP team. 15
*Recreation and Leisure Includes use of free time, hobbies, use of recreational programs in the community and resources, maintaining physical fitness through regular exercise and attending social activities. I m good at I will work on *Note: The area of Recreation and Leisure is embedded in the IEP (Individual Education Program) and does not have a separate block as the 5 other areas Physical, Communication, Social, Academic and Cognitive do. Families should write recreational and leisure goals for their teen before going into the IEP meeting. It is important to discuss these goals with the IEP team. 16
Eight Styles of Learning Type Likes To Is Good At Learns Best By Linguistic Learner read, memorizing saying, hearing, and The Word Player write, names, places seeing words tell stories and trivia Logical/Mathematical do experiments, math, reasoning, categorizing, classifying, Learning figure things out, logic and problem working with abstract The Questioner work with numbers, solving patterns/relationships ask questions, explore patterns and relationships Spatial Learner draw, build, design imagining things, visualizing, dreaming, The Visualizer and create things, sensing changes, using the mind s eye, daydream, look at mazes/puzzles, working with colors and pictures/slides reading maps and pictures watch movies and charts play with machines Musical Learner sing, hum tunes, picking up sounds, rhythm, melody, music The Music Lover listen to or collects remembering music play an instru- melodies, noticing ment, responds to pitches/rhythms, music keeping time Bodily/Kinesthetic move around, physical activities touching, moving, inter- Learner touch and talk, (sports, dance, acting) acting with space, The Mover use body language crafts, carpentry processing knowledge through bodily sensations Interpersonal have lots of understanding people, sharing, comparing Learner friends, talks leading others, relating, cooperating, The Socializer to people, join organizing, interviewing groups communicating, manipulating, mediating conflicts Intrapersonal work alone, understanding self, working alone, individualized Learner pursue own interests focusing inward on projects, self-paced The Individual feelings, dreams, instruction, having own space following instincts, pursuing interests/ goals, being original Naturalistic be outdoors, growing things, field trips, nature encounters, Learner interact with animals, recognizing and sensory stimulation and The Outdoor touch, taste and smell, classifying species observations Person and be comfortable in all settings 17
Remember. Your teen needs to be a part of the decision-making. Involvement in the IEP is one step toward development of ownership learning. It helps lay the groundwork for accepting responsibility. Quote taken from Understanding Learning Disabilities: A Parent Guide & Workbook with the Learning Disabilities Council, Inc. Richmond Virginia 18