What Special Needs Students Need to be Taught Before They Graduate

1. What Special Needs Students Need to be Taught Before They Graduate Denise North Metro Technology Centers

2. A person with a disability wakes up and goes to bed EVERY day with the knowledge that they are different, and they often believe that they are some how less than their peers.

3. Learning About Themselves They also all have strengths that they often have not tapped or are even aware of. To show them that they have much in common with their peers and that they have strengths is the job of parents, counselors and teachers.

4. The Laws that Affect Persons with Disabilities The three laws are: Individuals with Disabilities Act (IDEA), Americans with Disabilities Amendments Act (ADAA), Section 504 of the Rehabilitation Act.

5. Individuals with Disabilities Education Act (IDEA) Known as the special ed law, it outlines how children from birth through graduation will be educated and what services will be provided to the student. The school has the responsibility to find and fund whatever is determined to be needed to educate the student to his/her fullest potential. Enforcement of this law is with the state departments of education and the federal office of education

6. Americans with Disabilities Act (ADA) This law covers all persons with disabilities but is not as protective as IDEA It is the individual’s responsibility to self declare their disability and provide documentation about the disability The Office of Civil Rights oversees the enforcement of this law

7. Section 504 of the Rehabilitation Act This law was written before ADA but was not as broad reaching. It also covers all persons with disabilities. Like ADA it is the individuals responsibility to declare his/her disability and provide documentation The Office of Civil Rights also oversees the enforcement of this law.

8. Primary Difference between IDEA and ADA/504 IDEA is an “entitlement” law in that persons receiving services under this law get more than their peers. ADA/504 are “access” laws that seek to level the playing field and are considered civil rights laws.

9. Career Planning for the Student with Disabilities The same process applies to these students as their peers. They need to explore different occupations in elementary school and deepen their exploration in middle school. The process may need to be modified for these students to include more direct instruction and to insert career planning into academics as much as possible.

10. Career Planning in Elementary School Professional day where parents come to class and talk about their job. It is best to provide an outline of topics to cover for the parent. Interviews by students of parents and grandparents regarding occupations. Computer research on occupations. This can be done in the upper grades and turned into a writing assignment.

11. Career Planning for Middle School Computer research to compare and contrast occupations. Group presentations covering occupations or companies. On parent night, have the students tell parents what classes they plan to take in high school to work toward their chosen occupation. Have students research persons with disabilities that have become famous or important.

12. Plans of Study After the student has chosen an occupation to pursue they will need to develop a plan of study to outline how to achieve this goal. Plans of study are guidelines and are not written in stone or written one time and forgotten. The document should be revisited at least annually to see if the student still wants to work toward this occupation and to monitor progress. Plans of Study and Transition Pages have many of the same components and should complement each other.

13. ACT Test If there is any possibility of the individual ever attending a technology center, college or university he/she need to take the ACT test Accommodations can be made for the test based on the IEP The best time to take the test is during the senior year of high school

14. Other Activities That Can Help Assemblies that focus on occupations Leadership training Peer interaction with a focus such as civic groups, student organizations, service activities Time to interact with a trusted adult to provide feedback on progress toward obtaining skills needed to go to work.

15. Soft Skills also known as Social Skills Industry has said that lack of soft skills such as time management, conflict resolution, customer service and getting along with co-workers are the leading reasons for firing employees. These skills can be taught indirectly but may need direct instruction for students with special needs.

16. The Facts about Postsecondary Education College or a technology center are options after graduation, even with a disability. NO IEP in Postsecondary education. Accommodations can be made, but no modifications. Major Difference, no one will ask if help is needed; the student must ask for it.

17. Career Tech vs. College This is no longer an either/or choice Students at technology centers can earn college credit while in high school. College credit earned at a technology center can transfer to most colleges in OK at a greatly reduced cost. Not every occupation requires a college degree, but most require some training beyond high school.

18. Differences Between Secondary and Postsecondary Education Secondary High school staff direct all activities Assistance is automatic Rarely have homework Parents directly involved Transportation provided • Postsecondary • Student must manage time and schedule • Student must seek assistance • Homework is expected • Parents are involved only if student requests • Transportation is student’s responsibility

19. CareerTech vs. College If the student’s career goal requires a college degree then he/she must go to college but they may be able to get some of the training at a technology center while in high school. All Oklahoma technology centers have alliance agreements with Oklahoma colleges and in some career majors, college credit can be earned at a technology center while in high school at a greatly reduced cost.

20. The Facts about Postsecondary Education Adult students (anyone out of high school) need to know that not many people care if they have a disability, just whether they can do the job. The student is responsible for providing documentation of disability. Curriculum will not be modified, only how the information is given to or received from the student.

21. Going to Work Students need to be made aware that they will need to interact with adults in the workplace in effective ways. Role play and advise from “experts” are good ways to teach this concept. They also need to become informed on proper work attire. Video fashion shows, and “expert” guest are good to introduce this concept.

22. Information About Obtaining a Job The student will need to be told to take a clean, unwrinkled, unfolded and correctly written resume’ to apply for a job. They should have an additional copy of their resume’ and references when they go to apply for jobs to refer to when filling out the application.

23. Hints for the Interview The students should make a test run to locate where the interview will take place. This could even include finding the room. They should plan to arrive 5 to10 minutes early. Anyone could be on the interview team even the receptionist. Handshakes and eye contact are very important and sometimes need to be taught.

24. How to Keep a Job Be on time to work! Student say they will be on time for work, but the truth is they usually revert to the same habits that they have in high school. This is the #1 reason that people get fired! Company culture is very important and this concept needs to be taught to students.

25. How to Keep a Job Students need to know that their word is important and if they say they will do something they should do it. They will have to work with people that they do not like, this is part of the world of work. At the workplace people are expected to be productive, no standing around doing nothing.

26. Without knowledge of the laws that effect them, persons with disabilities are at the mercy of those who do.

27. Questions and/or Discussion Denise North Metro Technology Centers 405-595-4418 Denise.north@metrotech.org