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Explore instructional considerations for secondary students, developmental characteristics of adolescence, and strategies to support self-awareness, self-determination, and decision-making in students with disabilities. Discover how teachers can create a safe, inclusive environment that fosters independence and personal growth.
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Today’s Secondary Schools Have… • High stakes graduation testing mandates (No Child Left Behind, 2001) • Increased academic demands and advanced required coursework (Kamil, 2003) • Instructional techniques that are not designed for diverse populations (Deshler & Schumaker, 2006) • Complex reading materials that contain esoteric vocabulary presented at a pace many students struggle to achieve (Mastropieri, Scruggs, & Graetz, 2003)
Developmental Characteristics of Early Adolescence • Hormonal changes • Withdraw from parents • Social awkwardness • Explore adult roles & activities • Peer pressure • Increased drug & alcohol use • Problem solving through trial and error http://www.youtube.com/watch?v=GPMP68QP698&feature=related
Middle Adolescence (15 – 17) • Pressure to conform and engage in risk-taking behavior increases • Dropout rates increase as students avoid frustration and embarrassment • Students become disenfranchised with academic content • Achievement gap widens
What Students Want • “Teachers who are interested and listen to what I have to say.” (Josh, 8th grade) • “Cool teachers have cool spaces.” (Marika, 9th grade) What does your space convey to students? • “Mrs. Jones doesn’t judge me. She asks all kinds of questions and makes me think. Everyone else just tells me what to do. I can think for myself.” (Eligh, 9th grade) • “Mr. V. always comes to our soccer games. He cares about us.” (Emory, 8th grade)
The Role of the Secondary Teacher • Provide a safe and welcoming environment • Build trusting relationships with students • Help students focus on self-awareness: What does he/she need to be successful? • Explore career options • Develop self-determination • Teach organization and study skills
Defined: A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior (Wehmayer, Agran, & Hughes, 1998) Curriculum consideration Self-awareness Decision making Self-advocacy Goal expression and elaboration Self-Determination Self-determined students with disabilities understand their strengths and limitations. They are able to take control of their lives and assume adult roles (Flexer et al., 2008).
The Special Education Conundrum • Low expectations for student independence • Fear of letting students fail • Teaching students “learned helplessness” • It’s easier to do a task for the student than explain and model how they can do it on their own • Pressure to meet goals and objectives • Thinking that the students must accept the curriculum rather than helping them see how the curriculum can address their personal needs and interests
Working with High School Students • You have done your job when the students don’t need you! • Activities should develop self-confidence • Contextualized learning experiences to motivate students (e.g., practical knowledge that helps students in the community) • Focus on independent living, leisure, and positive extracurricular activities
What Does it Mean to Have a Disability? • The boy who sees without eyeshttp://www.youtube.com/watch?v=qLziFMF4DHA&feature=PlayList&p=22A5F13D29F44A56&index=146 • Testing the limitshttp://www.youtube.com/watch?v=owsqxiG_AnU&feature=PlayList&p=22A5F13D29F44A56&index=63 Denver Academy – An exemplar?http://www.youtube.com/watch?v=gnaHD77qw4Y&feature=PlayList&p=22A5F13D29F44A56&index=97 Disabled SurfersAssociationhttp://www.youtube.com/watch?v=BxgMHUkESRM&feature=PlayList&p=22A5F13D29F44A56&index=55