Lessons for Teaching Self-‐Awareness and Self-‐Advocacy Sequence of

494 Pages·2014·10.14 MB·English

Me!

Lessons
 for
 Teaching

Self-­‐Awareness
 and
 Self-­‐Advocacy

Sequence
 of
 Contents
 for
 Combined
 PDF

  This
 document
 contains
 all
 materials
 included
 in
 the
 Me!
 lessons,
 except
 for

the
 supplemental
 PowerPoint
 presentations.

 These
 are
 listed
 within
 each
 unit
 and

can
 be
 downloaded
 separately
 from
 the
 table
 below.

 All
 10
 units,
 introductory

information,
 additional
 resources,
 and
 unit
 quizzes
 with
 answers
 are
 compiled
 into

a
 single
 document
 in
 the
 order
 listed
 below.

1. Me
 introductory
 information

a. Scope
 and
 sequence

b. Using
 the
 lessons

c. Recommended
 resources

2. Me
 additional
 resources

a. Special
 education
 vocab

b. Special
 education
 laws

c. Acronyms

d. Unit
 1
 &
 2
 review

e. Unit
 4
 &
 5
 review

3. Me
 unit
 1
 materials

a. Unit
 1
 lessons

b. Unit
 1
 lessons

c. Me
 student
 materials

d. Me
 teacher
 materials

e. Me
 additional
 materials

4. Me
 unit
 2
 materials
 (all
 units
 are
 arranged
 in
 the
 same
 order
 as
 for
 unit
 1)

5. Me
 unit
 3
 materials

6. Me
 unit
 4
 materials

7. Me
 unit
 5
 materials

8. Me
 unit
 6
 materials

9. Me
 unit
 7
 materials

10. Me
 unit
 8
 materials

11. Me
 unit
 9
 materials

12. Me
 unit
 10
 materials

13. Me
 unit
 quizzes
 and
 answers

a. Unit
 quizzes

b. Unit
 quizzes
 Teacher
 Edition

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Lessons for Teaching
Self-Awareness & Self-Advocacy
Version 2.0

University of Oklahoma Zarrow Center for Learning Enrichment
Penny Cantley, Karen Little, James Martin, Ph.D.

© 2010 University of Oklahoma
Educators, university faculty and students, parents and others teaching the ME!
Lessons for non-profit endeavors may do so without charge. If use of the lessons
will produce a monetary profit, please contact [email protected] to begin the
process of obtaining a usage license with the University of Oklahoma.
ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Units & Lessons
UNIT 1: Getting Started
Lesson 1: Understanding Self-awareness & Self-advocacy
Lesson 2: Understanding What It’s all About
UNIT 2: Learning About Special Education
Lesson 1: Learning About the History of Disability
Lesson 2: Learning About Special Education: How & why did I get here?
Lesson 3: Creating My History
UNIT 3: Understanding My Individualized Education Program
Lesson 1: Getting to Know My IEP
Lesson 2: Still Getting to Know My IEP
UNIT 4: Understanding My Rights and Responsibilities
Lesson 1: Learning About My Rights & Responsibilities in High School
Lesson 2: Learning About My Rights & Responsibilities After High School
Lesson 3: Where do I go from Here?
UNIT 5: Improving My Communication Skills
Lesson 1: Learning How to Communicate Effectively
Lesson 2: Knowing What to Share and Who to Share It With
UNIT 6: Increasing My Self-Awareness
Lesson 1: Starting My Self-Awareness Project
Lesson 2: Completing My Self-Awareness Project
Lesson 3: Presenting My Self-Awareness Project
ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
UNIT 7: Advocating For My Needs in High School
Lesson 1: Planning How to Advocate
Lesson 2: Learning From Experience
UNIT 8: Advocating For My Needs After High School
Lesson 1: Using My New Skills on the Job
Lesson 2: Using My New Skills at Postsecondary School
Lesson 3: Reporting My Findings
UNIT 9: Developing My Resources
Lesson 1: Completing My Summary of Performance and Goals
UNIT 10: Assessing My Progress & Portfolio
Lesson 1: Assessing My Progress
Lesson 2: Assessing My Portfolio

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Using
 The
 ME!
 Lessons

Using The ME! Lessons

The ME! Lessons were developed to help educators teach students critical transition skills.
Prior to beginning the lessons, please review the Scope and Sequence and the Lesson Plans.
We recommend that educators teach the units and lessons in the order presented in the scope
and sequence. We also encourage educators to include additional activities as they see
appropriate to further enrich the lessons.

We estimate that it will take approximately 17-23 hours to teach the lessons with each lesson
taking 45-60 minutes, not including the extension activities. The time required will vary
based on individual teacher and student needs. Lessons may be taught daily or once or twice
a week, depending on teacher and student needs. The more time between lessons, the more
time needed for review. Lessons may be taught as part of existing curricula or as a stand-
alone course. Please give us feedback on how you teach the lessons, how long it took, and
any suggestions for change. Send your comments to [email protected].

The major components of the units include the ME! Book, KWL Chart, Self-Awareness
Research Project, and My Meeting activity. The ME! Book is a student portfolio developed
over the course of the 10 units. Please see the ME! Book instructions included in Unit 1
materials for details on the ME! Book.

A KWL chart (Ogle, 1986) is a teaching strategy that provides structure for students as they
comprehend, recall, and organize information they have learned. During Unit 1 and 2,
students are introduced to the KWL chart. Please see Using a KWL Chart included with Unit
1 materials for additional information regarding the use of the KWL chart.

Unit 6 is dedicated to the introduction, planning, completion, and presentation of the Self-
Awareness Research Project. This project is designed to encourage students to identify,
describe, and research their abilities, strengths, disability, and plans for the future. While
three lessons have been dedicated to the project, it is likely that most educators will need to
use additional class time for project completion.

The My Meeting activity is completed during Unit 7 and requires students to create a written
plan to self-advocate for accommodations in a subject area class. Each student must meet
with a teacher to advocate according to the student-developed written plan and then have that
teacher complete an evaluation of the student’s performance.

At the beginning of each of the 10 units, you will find a description of the unit purpose and
an overview of each lesson included in the unit. Additionally, the Oklahoma PASS standards
addressed in the unit are listed before the unit lesson plans. The numbering of the PASS
standards has been kept the same as the numbering in the PASS document from the
Oklahoma State Department of Education (OSDE). Therefore, some of the standards
identified for each unit may appear to be missing a number or objective. For example, Unit 2
PASS standards for Social Studies and Instructional Technology begin with Standard 4. This
indicates that the PASS standards 1-3 for those two areas were not addressed in Unit 2.

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Using
 The
 ME!
 Lessons

Each detailed lesson plan includes student objectives, materials, lesson opening, procedures,
closure, and student evaluation. As you read through the lessons you will notice some
italicized text. The italicized text indicates a script included to help educators address
important information while facilitating class discussion and presenting lesson content.

Eleven of the 23 lessons include an Extension Activity. These activities are not required, but
we strongly recommend that educators include each Extension Activity whenever possible as
they provide students with valuable information and additional opportunities for discussion
and evaluation.

Four of the 10 units include Critical Thinking activities that require students to identify
problems and solutions from a scenario provided at the beginning of the unit. At the
conclusion of the unit, students revisit the scenario to discuss the problems and solutions they
originally identified and elaborate or change their responses based on the information learned
during the unit. The Extension Activity included in Unit 10 provides students an opportunity
to develop their own Critical Thinking scenario.

Each of the 10 units (excluding unit 6) includes a brief Knowledge Quiz for students to
complete. The Knowledge Quiz may be completed at the end of the unit to assess student
knowledge or at the beginning and end of the unit as a way for students to evaluate what they
learned during the unit. It is highly recommended that educators include each Knowledge
Quiz as a useful student self-assessment tool and not simply as a “test” at the end of the unit.
Quiz items that students struggle with should be added to KWL charts as something to be
“learned”.

Educators using the ME! Lessons may modify all lesson materials as needed to better meet
individual student and teacher needs. Please send your modified versions and suggestions to
[email protected] so that they may be considered for posting for others to use.

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Recommended Resources
Recommended Resources
The following resource recommendations have been included for educators to use during lessons
as Enrichment Activities and as possible resources for Unit 6 as students complete the Self-
Awareness Project. These resources are not required, but may be helpful to students and
educators. Please review each resource prior to using it in your classroom to determine its
appropriateness for your students.

Books

The following four books are published by Free Spirit Publishing Inc. Free Spirit publishes
several books that could be valuable resources for students and educators. Some of the topics
covered by Free Spirit books include ADHD, autism, teens and the law, stress management,
anger management, and goal setting. Go to www.freespirit.com for more information.

1. The Survival Guide for Kids with LD by Gary Fisher and Rhoda Cummings
This 96 page book contains helpful information about LDs, IDEA, special education, and
getting along with others at school and home. Many of the 12 chapters align with the ME!
Lessons and could easily be added as independent reading and/or homework as students
complete the units.

2. You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences by Thomas
Armstrong, Ph.D.

3. The Survival Guide for Kids with ADD or ADHD by John F. Taylor, Ph.D.

4. The Behavior Survival Guide for Kids: How to make Good Choices and Stay Out of
Trouble by Thomas McIntyre, Ph.D.

The following is a brief list of books written for students. Please visit the Center for Disability
Information & Referral (CeDIR) at http://www.iidc.indiana.edu/cedir/kidsweb/ for a more
extensive list of books categorized by disability.

1. What is Dyslexia: A Book Explaining Dyslexia for Kids and Adults to Use Together by
Alan M. Hultquist

2. Attention, Girls!: A Guide to Learn All About Your Ad/Hd by Carl Pearce

3. The Girls’ Guide to AD/HD: Don’t Lose This Book! By Beth Walker

4. That’s Like Me! by Jill Lauren

5. Succeeding With LD: True Stories About Real People With LD by Jill Lauren

6. Why Do You Do That?: A Book About Tourette Syndrome for Children and Young
People by Uttom Chowdhury and Mary Robertson

  1

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Recommended Resources
7. A Guide to High School Success for Students with Disabilities by Cynthia Ann Bowman

8. My New Brain: Memoir of a Brain Injury - An Unexpected Change by Lori Williams

Videos & Websites

I’M TYLER This video features Tyler, a high school student who has cerebral palsy. The
purpose of this video is to educate people about ability awareness. Go to www.imtyler.org for
more information.

Temple Grandin This 103 minute video is based on the life of Temple Grandin, a woman living
with autism. This story begins with Temple’s childhood experiences and covers her life as she
earnd her doctorate and became well known for her work advocating for the humane treatment of
livestock.

Disaboom Network Disaboom is an organization dedicated to providing information and
resources for people with disabilities. The Disaboom website includes many streaming videos
about disabilities. The videos cover topics such as disability rights, adaptive sports, animals with
disabilities, assistive technology and much more. Visit www.disaboom.com for more
information.

Diversity World Visit http://www.diversityworld.com/Disability/vid.htm for online videos
about disability and employment.

Americans with Disabilities Act Video about the ADA and how it has impacted three different
people with disabilities.
http://www.ada.gov/mycountryvideo/hi_speed_qt/mycountrydslgallery.htm

History of Disabilities
Disability Social History Project http://www.disabilityhistory.org/index.html

Parallels in Time 1, a written timeline with flash video by MNDDC
http://www.mnddc.org/parallels/index.html

Parallels in Time 2 http://www.mnddc.org/parallels2/index.htm

Misunderstood Minds This web site includes activities that simulate various learning
disabilities. Many of the activities are helpful for teaching people about the experiences of
students with disabilities. Visit http://www.pbs.org/wgbh/misunderstoodminds/ for more
information.

LD Online Visit LD Online at http://www.ldonline.org/multimedia for videos and updates on
research and stories about students with disabilities.

IRIS A resource of learning modules, videos, resources, etc. produced by Vanderbilt College
and OSEP-IDEAS that Work project http://iris.peabody.vanderbilt.edu/resources.html

  2

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
IEP

Document
 that
 outlines
 the
 plan
 for
 a
 student’s
 education

IDEA

A
 federal
 law
 that
 requires
 schools
 to
 provide
 special
 education
 to
 students
 with
 disabilities

Goals

Goals
 are
 things
 you,
 your
 family,
 and
 the
 school
 plan
 for
 you
 to
 achieve
 and
 these
 are
 written
 in
 your
 IEP

Objectives

Steps
 to
 reaching
 your
 goal

Accommodations

Changes
 made
 to
 HOW
 a
 student
 completes
 his/her
 work.

Modifications

Changes
 to
 WHAT
 a
 student
 is
 expected
 to
 do

Types
 of
 Meetings:

Eligibility
 Meeting

Meeting
 held
 to
 review
 student
 test
 scores
 and
 other
 information
 to
 determine
 if
 a
 student
 qualifies
 for
 special

education

Annual
 Review

A
 yearly
 meeting
 held
 to
 review
 a
 student’s
 IEP
 and
 progress
 made

Reevaluation
 Meeting

A
 meeting
 held
 every
 3
 years
 to
 review
 new
 testing
 results,
 IEP,
 and
 testing
 results

Transition
 Meeting

A
 meeting
 held
 to
 discuss
 and
 plan
 for
 a
 student’s
 future.

Exit
 Meeting

Meeting
 held
 before
 graduation
 to
 review
 student
 progress
 and
 discontinue
 special
 education
 services

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma
Acronyms
 Review

__________________________
  Individual
 (2x)

I-­‐

Eye
 contact

E-­‐

Education
 (3x)

P-­‐

Act

___________________________

Plan

I-­‐

Disabilities

D-­‐

E-­‐
  Free

A-­‐

Public

___________________________

Have
 a
 nice
 tone

F-­‐

Appropriate

A-­‐

Activate
 your
 thinking

P-­‐

Relax

E-­‐

______________________________
  Sit
 or
 stand
 up
 straight

S-­‐

H-­‐

A-­‐

R-­‐

E-­‐

ME! Lessons for Teaching Self-Awareness and Self-Advocacy – Updated 9/14
© 2015 Board of Regents of The University of Oklahoma