There have been so many excellent questions and a lot of very valuable
information shared-----thank you all so much! As an instructor who works
with adults with disabilities at a tech center, I truly believe that
well-developed self-advocacy skills very often make the difference
between success and failure for students at the post-secondary level. In
addition to Pat's information, I would like to share the name and
website of a program out of Colorado with everyone: LEAD (Learning and
Educating About Disabilities) at www.leadcolorado.org/. ----"We as
students have adopted a mission to educate ourselves and others with
respect to dealing with the social, academic and emotional aspect of
learning disabilities." I am happy to say I have had the opportunity to
experience a presentation given by a group of LEAD students at a
conference and it is an EXPERIENCE! You see first hand what a tremendous
difference a thorough understanding of one's disability combined with
good self-advocacy skills can make. When ESE students graduate and enter
the adult world, the umbrella of support to which they have become very
accustomed, begins to change. They need to have the skills and ability
to adjust to those changes. Strong self-advocacy skills, along with a
continuing effort to build awareness in post-secondary education
facilities, will lead to many more positive outcomes for students with
disabilities as they transition into adulthood.
 
Diane Long
 
 
 
 
PatMFL at aol.com> 11/9/2007 12:37 PM >>>
As I think I stated earlier,  Florida has a requirement in state board
policy that all students with a disability must have been taught
self-determination/self-advocacy skills sometime begining at age 14 and
that this must be documented on the student's Transition IEP.  In order
to meet this requirement, The Transition Center at the University of
Florida and the Florida Bureau of Exceptional Education and Student
Services, have been offering statewide training on several
self-determination curricula, most recently on an curriculum called
Standing Up for Me.  This curriculum was developed for students with
disabilities and has lessons for students from kindergarten to grade
12.
 
One of the biggest issues that comes up at these trainings, is how to
reach those students with disabilities that are fully included in the
general education program.  How do you teach them the self-determination
skills that they need and how do you document that this has been done
(once again the paperwork requirement)?
 
I would like to hear from others on the list as to how they reach those
students with disabilities who are fully included, especially those
students with learning disabilities who are expected to graduate with a
standard diploma and continue their education in some type of
post-secondary institution.
 
Patrick Mulvihill, Consultant
The Transition Center at the University of Florida



See what's new at AOL.com (
http://www.aol.com/?NCID=AOLCMP00300000001170 ) and Make AOL Your
Homepage ( http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169 ).
 
Diane Long
Instructor/Dept. Chair
Specialized Student Services
Lorenzo Walker Institute of Technology
Naples, FL 34104
Phone: (239) 377-0942
Fax:      (239) 377-1001
Email:    longdi at collier.k12.fl.us 
 

Pursuant to School Board policy and administrative procedures, this
e-mail system is the property of the School District of Collier County
and to be used for official business only. In addition, all users are
cautioned that messages sent through this system are subject to the
Public Records Law of the State of Florida and also to review by the
school system. There should be no expectation of privacy. 
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/learningdisabilities/attachments/20071109/2ee87ad5/attachment.html