BUILDING RESILIENCE IN HIGH SCHOOL YOUTH WITH LEARNING

BUILDING RESILIENCE IN HIGH SCHOOL YOUTH WITH LEARNING DISABILITIES. JANE E. MCGUIRE PSY. D, LEP ~ CALIFORNIA BAPTIST UNIVERSITY CASP 2019 1

AGENDA 1. What is Resilience: 1. 2. Resilience Rating Scale A strengths-based approach to coping with learning disabilities a. Self Determination b. Neurodiversity c. Self Advocacy 3. Student participation in IEP’s 4. Appropriate transition services 5. Preparing for post-secondary education 6. Receiving ADA accommodations 7. Sample Forms 8. Questions 9. Thank you for attending 2

RESILIENCE • Resilience is about our capacity to tolerate and move on with strength after experiencing an • adverse event. • Our resilience is, also, strengthened by overcoming adverse experiences and adverse events, as success in overcoming these adds to our self esteem and provides the confidence needed to, more easily, overcome a similar experience in the future. www. mas. org. uk 3

RESILIENCE QUESTIONNAIRE • What are your strengths? – Sense of Purpose – Positive Mental Attitude – Connect with Others – Determination – Taking Control – Looking After Yourself/Self-Care www. mas. org. uk 4

FOSTERING RELISILIENCE IS YOUTH: THE 7 C’S • http: //vimeo. com/17600346 • https: //www. healthychildren. org/English/healthy-living/emotionalwellness/Building-Resilience/Pages/The-7 -Cs-Model-of. Resilience. aspx 5

MYTHS AND FACTS ABOUT DISCLOSING A STUDENTS DISABILITY MYTH • Students will experience decreased selfesteem/self-concept. FACT • When students find that they are able to examine and explore their strengths and weakness, they feel empowered and generally show signs of an elevated selfesteem and selfconcept (Campbell-Whatley, 2008) 6

MYTHS AND FACTS ABOUT DISCLOSING A STUDENTS DISABILITY MYTH • Disclosing a disability will demotivate students. FACT Once student’s get to know themselves, they will find it easier to come to terms with their strengths and weaknesses and will be better prepared to cope with the challenges at school, home, and other environments. (Campbell-Whatley, 2008) 7

MYTHS AND FACTS ABOUT DISCLOSING A STUDENTS DISABILITY FACT MYTH • Student will feel stigmatized. • Students are grateful to know they struggle with learning because of a disability… “I am not lazy or stupid. ” • “I am glad to know that my problem is real and I can start to help and believe more in myself. ” (Campbell-Whatley, 2008) 8

ADVANTAGES OF KNOWING ONE’S DISABILITY • Improved self awareness (knowing) • Improved self concept (perception) • Ability to self advocate (support) • Realization of strengths and weaknesses (Understanding) • Increased sense of control (management) • Increased self-regulation (adjustment) 9

WHY TEACH SELFDETERMINATION SKILLS? • Students taught appropriate self-determination related strategies, learn to serve as their own support system, while having greater control over their choices, behavior and lives. • Students achieve better in school, have more positive adult outcomes and have stronger goal setting and self-assessment behaviors (Martin, Mithaug, Cox, Peterson, Van Dycke, & Cash, 2003). 10

EFFECTS OF INCREASED SELF-DETERMINATION “Students who are aware, understand, have a good image, and approve of themselves are more likely to have positive perception of self, will be able to mange and adjust to their environment. The self-determined student is able to set goals and exhibit self-control by responding to events in an independent, empowered, and self-realized manner. ” (Wehmeyer, Argan, & Hughes, 2000). 11

STUDY: TEACHING STUDENTS ABOUT THEIR DISABILITIES: INCREASING SELF-DETERMINATION SKILLS AND SELF-CONCEPT GLORIA D. CAMPBELL-WHATLEY (2008) UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE • Results indicated that there was a significant difference in student self-concept before and after curriculum implementation. Improvement was evident as students had a significantly higher self- concept level. The curriculum positively affected students, as it increased their self-esteem • Piers Harris Self-Concept Scale (1984). Pre-test Self Concept Score: Mean = 44 Post-test Self Concept Score: Mean = 51. 07 12

A STRENGTH-BASED APPROACH TO COPING WITH LEARNING DISABILITIES Neurodiversity: • The basic premise of neurodiversity is that there is no "typical" mental capacity—no "normal" brain to which all other brains are compared—and because this is the case, we should look at students with autism, ADHD, learning disabilities, intellectual disabilities, emotional and behavior disorders, and other disability categories not in terms of their deficits, but primarily in terms of their strengths. • By focusing on assets rather than labels, educators in both regular and special education can develop better ways of helping all students succeed. Thomas Armstrong (2012) 13

NEURODIVERSITY: NO "TYPICAL" BRAIN • The neurodiversity paradigm suggests that we take the positive attitudes and beliefs that most people hold about biodiversity and cultural diversity and apply them to differences among human brains. – We don't look at a calla lily and say that it has "petal deficit disorder"; we appreciate its beautiful shape. • Similarly, we shouldn't label students as ADHD or as learning disabled, for example, just because they have different ways of paying attention or learning. We ought to honor and celebrate those differences. Thomas 2012 14

EXAMPLES OF STRENGTHS WITHIN DISABILITY • Students with dyslexia often demonstrate superior artistic abilities. Research at one British professional art school, for example, revealed that almost three-quarters of the student body had some form of dyslexia (Appleyard, 1997). • In another study, people with dyslexia showed a capacity to identify impossible three-dimensional objects (like those made famous by the artist M. C. Escher) more quickly and with greater efficiency than a matched group of typically developing individuals (Karolyi, Winner, Gray, & Sherman, 2003). • Students with learning disabilities also often show higher-thanaverage entrepreneurial ability. (Warren, 2008) 15

EXAMPLES OF STRENGTHS WITHIN DISABILITY • Many kids with ADHD, for example, have a tendency to seek novelty, an important prerequisite for creative behavior (Cramond, 1995). • Children with bipolar disorder have scored higher than other children on a popular test of creative thinking (Simeonova, Chang, Strong, & Ketter, 2005). • Children with intellectual disabilities often have strengths related to the emotions and personality: – Down syndrome, for example, has been referred to as "Prince Charming syndrome" because of the friendly attitude and disarming smiles of many people with this genetic difference (Dykens, 2006). 16

STRENGTH AWARENESS • Thoroughly examine students' cumulative files and mine them for any data that reflect strengths, talents, abilities, and interests. • Collect positive information about each student using a variety of tools, including strengths inventories; success portfolios (containing work samples • Teachers and administrators should also have an intimate knowledge of what each student is most passionate about at school. • Use data from the PSW model to build recommendation and IEP goals. 17

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NEUROPSYCHOLOGY OF ACADEMIC DISORDERS RESOURCES 19

SELF ADVOCACY • Self-advocacy enables people with a learning disability to speak up for themselves and to make decisions about how they want to live their own lives. • It means they can influence the design and delivery of their own educational services. 20

HOW DO WE HELP? • Involve students for their future – What do they want to do after high school? – How can this be accomplished? • Use a strengths-based approach – All students have strengths and abilities to help them prepare for the future • Teach students that they have a voice – Students who know their voices will be heard are more likely to continue their education 21

SELF-ADVOCACY AS NECESSITY • Familiarizing students with the process of requesting accommodations and the larger educational framework that surrounds accommodations in higher education is a necessary service. 22

SELF ADVOCACY & SELF-DETERMINATION Self-advocacy and self-determination include the abilities to: • • • Select personal goals, Plan steps toward goals, Assess one's progress, Make choices, Self-monitor and Self-evaluate one's behaviors (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000; Wehmeyer &Sands, 1998). 23

A student with a disability must find —and use— his or her own voice. Deborah Mc. Carthy ABOUT CAMPUS / NOVEMBER– DECEMBER 2007 24

ASKING QUESTIONS • Engaging students in the process of asking questions is the first step that educators can take to prompt self-advocacy. – “What is this ‘disability thing’? ” – “What can I learn from this disability? ” – “What does having a disability mean? ” 25

COMMUNICATION • Expressing one's choices, • Making decisions, • Asserting oneself, and • Evaluating one's own behavior are all primary elements of self-advocacy They all require a mechanism for communication 26

THE TEACHER’S ROLE • Facilitator – Guide discussions that help students think through their own interests and concerns • Instructor – Career planning, – Serving as a resource in the educational planning process (college planning, vocational educ. ) • Advocate – Communicate to students that you believe they can achieve and succeed 27

BEGIN WHERE IT’S SAFE • Middle and high school are great places to begin practicing communication with teachers and other school staff. – Encourage students to set up conferences with teachers. – This gives the an opportunity to discuss • What's going well and what isn't, • To get feedback, and • To develop an improvement plan 28

STUDENT PARTICIPATION IN IEP MEETINGS Sawyer, 2015 29

BEST PRACTICES: GOALS ARE BASED ON AGE-APPROPRIATE TRANSITION ASSESSMENTS • Federal IDEA Guidance: Each year, the transition assessments should be revisited in a more specific manner, targeting the student’s development. • For students in grades nine and ten – a career exploration measure or – interest inventory is typically satisfactory. • For an older student – a vocational skills assessment is more appropriate. • Assessment should address all three components of transition – employment, post – secondary education and training, and – independent living. Sawyer, 2015 30

ASSESSMENT SHOULD LEAD TO SELF-DISCOVERY • And lead to gaining personal insight that leads to informed choices! I am Good At I Like Ideal Job! What I will be paid to do Hints for choosing career / vocational assessments: Is it easy for the student to use? Is it age/grade appropriate? Can students relate to language? Does it stereotype career choices? Is it easy to read and interpret? (Does it assess interests or reading skills)? Does it provide feedback that leads to reflection? Does it enhance insights? Does it reflect the current and emerging job market? Sawyer, 2015 Source: Pennsylvania Youth Transition Partnership 31

PREPARING FOR HIGHER EDUCATION • In higher education, students must: – Own their disability, – Decide to request or live without accommodations, and – Understand how to use the accommodations • The student is responsible for negotiating details regarding accommodations AND • All other issues related to having a disability belong to the student in higher education 32

OWN THEIR DISABILITY Participation in the IEP process There are five levels of participation in the IEP (Source: Transition Coalition) 1. Student input provided indirectly based on a questionnaire or survey, 2. Passive Observer (in the room, avoids the conversation). 3. Reluctant participant (responds to direct questions) ULTIMATE GOAL 4. Self-Advocate (practices self-advocacy skills). 5. Leader (demonstrates leadership skills in the IEP). Sawyer, 2015 33

UNDERSTAND HOW TO USE THE ACCOMMODATIONS Student Behaviors Associated with Post-School Employment and Education • Strengths/Limitations: Express and describe personal strengths and limitations; assistance needs • Disability Awareness: Ability to describe disability and accommodation needs. • Needs Assessment/Self Profile: Complete a self profile to present to disability services to facilitate the best accommodation plan possible Sawyer, 2015 34

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REQUESTING ACCOMMODATIONS Procedures for requesting and obtaining accommodations are as follows: 1. The individual requesting accommodations must be a registered student. 2. Each Student must make a formal request for accommodation by submitting a completed Request for Accommodations form along with providing proper supporting documentation (see below) of their disability. 3. Requesting student shall meet with the Disability Services Director to assess needs. 4. The Director may need to take the request to a panel for consideration, depending on the nature of the disability. 5. The DS Director will notify the requesting student by phone or e-mail and make an appointment to discuss approved accommodations. At this meeting, the DS Director shall provide the student with a Faculty Notification Letter which will outline applicable accommodations. The Faculty Notification Letter will not include clinical or diagnostic information. 6. The students is responsible to provide each of their instructors with the Faculty Notification Letter. 37

REQUIRED DOCUMENTATION FOR DISABILITY SERVICE 1. Documentation must verify disability and describe how disability is currently limiting one or more major life activities, learning and education abilities. 2. All testing and evaluations must be completed by appropriate and qualified licensed professionals 3. Documentation must be on official letterhead. All reports must be signed, dated, and include signer’s credentials. 4. All testing and evaluations must have been completed within three (3) years of request for accommodations. 5. Current evidence to support the requested accommodations and/or academic adjustments must be included. California Baptist University Disability Services 38

REQUIRED DOCUMENTATION FOR DISABILITY SERVICE (CONT. ) 6. Documentation must clearly substantiate the need for specific accommodation requests. 7. Depending upon specific disability, the Disability Services Office may request specific documentation and other information not specified above. 8. If incomplete or insufficient documentation is submitted the University may request further documentation, at the expense of the student. 9. A school plan, such as an Individualized Education Program (“IEP”) or a 504 Plan, generally is insufficient documentation but may be included as part of a more comprehensive assessment. 10. Specific recommendations for accommodations and additional observations are. California helpful determining Baptist in University Disability Services appropriate services. 39

SAMPLE POST-SECONDARY DSS FORMS 40

COMMON ACCOMMODATIONS 1. ASL Interpreters 2. Test Readers 3. Test Scribes 4. Counseling: Academic and Support Groups 5. Note-taking 6. Alternate Text: e. Book; audible books 7. Extended Testing Time 8. Alternate Testing Rooms: Private or minimal distractions 9. Priority Registration 10. Taped Lectures 11. Housing Assistance 12. Lecture Materials 41

SAMPLE HOUSING ACCOMMODATION 42

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REFERENCES Armstrong, T. (2013). Neurodiversity in the classroom. American Institute for Learning and Human Diversity: Cloverdale, CA. California Baptist University. (2018) Office of Student Services: Disability Services. Riverside, CA. Campbell-Whatley, C. (2008). Teaching students about their disabilities: increasing self-determination skills and self-concept. International Journal Of Special Education: Vol 23 No 2. Sage Publishing: Thousand Oaks, CA. Morningstar, M. E. , Lombardi, A. , Fowler, C. , and Test, D. W. (2017). A college and career readiness framework for secondary students with disabilities. Sawyer, S. (2015). Secondary transition planning. California Transition Alliance; CA West, L. (2010). Integrating transition planning. Council for Exceptional Children: Arlington, VA. 44