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Peer Mentor Training

Peer Mentor Training. Patricia Waters, Assistant Director, Rochester Center for Community Leadership Kristen Love, Senior Project Coordinator, Institute for Innovative Transition. Each box represents how you develop as a person. Describe how you grow as a person at UR?. Warm Up.

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Peer Mentor Training

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  1. Peer Mentor Training Patricia Waters, Assistant Director, Rochester Center for Community Leadership Kristen Love, Senior Project Coordinator, Institute for Innovative Transition

  2. Each box represents how you develop as a person. Describe how you grow as a person at UR?

  3. Warm Up Talk about some of your experiences in college and having a job. How have these experiences prepared you to be independent?

  4. Credo for Support By: Norman Kunc and Emma Van der Klift

  5. Credo for Support Questions • What kinds of things did you notice about this video clip? • Describe your impressions of the people speaking in the video. • What are some main points of the video clip? • How can you support those points as a peer mentor?

  6. Background on College Programs for Students with Intellectual Disabilities • Over 250 programs in the nation • May receive high school supports (18-21yr olds) • Supported by teacher and aide • Pursue career experiences and campus life • Several programs in Upstate New York • University of Rochester (BOCES 1) • Roberts Wesleyan (BOCES 2) • Keuka College (Penn Yan Central School District) • St. John Fisher (West Irondequoit and Webster)

  7. Student Goals • Taking a class (audit or credit) • Finding a work experience on the campus • Getting involved in a club or group • Going to campus events • Meeting new people

  8. What does postsecondary education for students with intellectual disabilities look like? • http://www.thinkcollege.net/inclusive-video

  9. Questions for Think College Video • Describe the college program in the video. • What kinds of things were the students doing in the video? • Describe how students were both receiving support, but were independent on the campus. • How could this look on the UR campus?

  10. Always Promoting Self-Advocacy • People with disabilities • Making decisions • “Where would you like to go?” • Speaking for themselves • “Hi, my name is Jack” • Being as independent as possible • “I’ll meet you at the quad in 20 minutes” • Learning about their rights and responsibilities as a citizen and community member • “People are studying here, I need to keep my voice level down.”

  11. Don’t do it for them Don’t do it without them

  12. How can you support self-advocacy? • Point out strategies that help the student learn better • “Sometimes when I don’t want to do something, I break up the task in small chunks and take tiny breaks.” • Ask the student • How can I help you complete your assignment?” • Discuss with the student strategies for communicating with others • “Did you set an alarm?” • Any others?

  13. The Role of a Peer Mentor • Provide support with the least amount of intrusion possible • Introduction on campus with friends • Encourage campus participation and assist the student with making their own connections on campus • What does it look like to go to an event with a student? • Foster independence whenever possible • You and a student are going to Starbucks- • Do you order for them? • Do you carry their food? • Do you always pick where you sit?

  14. Coaches (and mentors) are DETECTIVES & ANTHROPOLOGISTS, identifying a variety of strategies and methods which will allow the person to be a valued and accepted student/worker, with the ABSOLUTE MINIMUM of support provided directly by the coach (or mentor). - Elena Varney

  15. Slides adapted with permission from an educational coaching training presentation provided by Think College located at the Institute for Community Inclusion, UMass, Boston

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