As you know, helping our children/students to continually improve their self-advocacy skills is vitally important. If you are looking for a simple tool to help, please go to An Educational Journey from Self-Discovery to Advocacy. This handbook was revised by the Connecticut Parent Advocacy Center, Inc. (CPAC) in partnership with the Connecticut State Department of Education, Bureau of Special Education, and Transition Consulting, LLC. Funding was provided by the Connecticut Bureau of Rehabilitation Services.
- Chapter 1 – Disability Awareness
- Chapter 2 – Learning to Self-Advocate
- Chapter 3 – Transition: Career Planning and Community Connections
- Chapter 4- Participating in Planning and Placement Team (PPT) Meetings
- Chapter 5- Resources
Chapter 2 – Learning to Self-Advocate has some very user friendly ideas that can be easily used in the classroom. Know that you can use any or all of these pages as a stand-alone item or done as the entire chapter.
Please remember to continually encourage your students to learn to speak up for themselves, as this will be a skill that will help them be as successful as they can be throughout their lives.
Below is a link to an article from the New York Times by Cammie McGovern from Aug. 31st. It is an EXCELLENT example of the perspective we need to keep as we are working with students with various disabilities. It is the perfect reminder that transition planning truly needs to be student-focused!
Read the entire article HERE
Have a great year, and remember, our whole purpose is to help students become as independent and successful as possible by the time they graduate! So, may we truly listen to them and follow their lead, focused on potential possibilities!
Below is an article from the University of Iowa Center for Disabilities and Development spring newsletter. It has some great information on waiver services in Iowa, as well as, some helpful links. Just wanted to share this. Also, if you want to receive this newsletter via email, send your name and email address to: CenterLines@uiowa.edu
The following excerpt, The Role of the Paraeducator – Job Coach is taken from the School-Based Job Coach Training Manual, which was created by the Nebraska Department of Education – Job Coach Technical Assistance Guide.
It is a basic overview of several components, including: the role of the paraeducator, the code of ethics, the role of the Job Coach, Job Coach Responsibilities, What is Task Analysis, and What is Job Training.
As schools work to increase the vocational skills of their students, especially in the junior/senior years of high school, it is more important to make sure our paraeducators have a strong understanding of the differences between being a classroom paraprofessional and that of a job coach, if they are serving dual roles.
It is critical that the job coach/paraprofessional understand how to do a task analysis of the job(s) that the student is assigned to do, and then to monitor the student’s progress at increasing their time on those tasks. The job coach paraprofessional also needs to do a weekly evaluation of the student’s improvement of skills. Most importantly, the job coach must fade the support that they have been providing as the student masters the job skills to ensure that they become as independent as possible at the job site.
There are a wide variety of evaluation forms that can be used, and may need to be developed in relationship to the specific job. Some examples include:
This information can also be found under the RESOURCES tab: Job Coach Resources
As more information is released, we will keep you updated!
As we focus on student’s IEPs, let’s remember to keep the focus that is highlighted below:
This is a great reminder that EACH of us have our own strengths AND weaknesses…. and we are constantly working to reach our full potential! This is now printed and hanging on my wall as a daily reminder! 🙂