Pick a Partner: Behind-the-scenes planning

Last week, we discussed why working in groups might be tricky–or even anxiety producing–for students with special needs. To make this type of activity easier, teachers can take several proactive steps.

Think it through. As the adage goes, “If you fail to plan, you plan to fail.” The danger with this, for teachers, is that lack of planning on the teacher’s part can result in failure for the students. Therefore, teachers need to define objects for both the product and the process. For example:
By working in a small group, students will create a booklet that summarizes the story they have read (product)
As they work in groups, students will take turns sharing ideas without interrupting. (process)

By clearly defining the end-results for product and process, teachers provide structure and purpose.

Do a little choreography.  Just as a choreographer plans each move of a dance, teachers must plan for group work. Moving from individual or large group work to small group work takes tremendous energy and concentration for many students. While some students move easily to new activities, students with hidden disabilities may face several hurdles such as  following multi-step directions, difficulty moving through a crowd without bumping into others, anxiety at the change of activity. Therefore, it’s critically important for teachers to plan where groups will sit, how the students move through the room, and what directions will be given to minimize confusion.

For example:
“Pick up your pencil and markers. When you’re ready, look at me….Students in group A can now stand and walk to the story corner….(wait until group A is seated) Great! Group B students can stand and walk to the art table…”

Create Boundaries Group work allows students some freedom to explore ideas and collaborate. However, this freedom requires boundaries and structure to ensure student success! Teachers can set students up for success by providing parameters that help productivity. A checklist for the components of the project provides a visual reminder of the directions, and prompts students through the task. In addition, some students with hidden disabilities have a poor sense of time. Teachers can support task completion by providing prompts to move through the activity, such as a bell or chime. Visual timers can also help students manage their time.

With all of the planning necessary for group work, it may seem easier to plan a teacher-directed lesson! However, the opportunity for students to take charge of their learning–and learn from and with each other–makes this behind-the-scenes planning worth all the effort.

From behind the scenes…
~Katie

Next: Teaching kids how to work together

Join us for some JAM in Knoxville, TN!

We’re excited to announce our next JAM Session…

We’ll teaching in Knoxville TN at Two Rivers Church on Saturday, April 28.

For those of you who don’t know, a JAM Session is Key MInistry’s day-long intensive designed to help churches Jumpstart an All-inclusive Ministry. We’ll cover the following topics:

• Disabilities 101: Understanding Common Disabilities and Their Effect on Faith Development
• Logistics: Volunteer Recruitment, Safety, Budgeting, Ministry Environments
• Modifying Curriculum and Managing Behavior
• Working Collaboratively with Parents of Students with Disabilties

We also have a “make it and take it” session, during which you’ll create materials that you can use the very next day at church. In addition, each participant will receive the documents for our KeyRing Binder; these files include forms, resources, and articles that will give your ministry a boost.

We also have breakfast and lunch together…that’s my favorite part, because we all get to tell stories, compare notes, share ideas, and encourage each other. Great things happen when the Church has a chance to do this!

Guess what?
YOU are invited!
{And we’d love it if you’d join us!}

And guess what else?? This whole day is 100%, absolutely, positively FREE!

So…what are you waiting for?

You MUST pre-register for the JAM Session so we can be sure we have enough materials and food. To reserve your spot, click here: nacole.monger@tworiverschurch.org For directions to the church, please visit the website at www.tworiverschurch.org

If you have questions, or if you need more information, please don’t hesitate to contact me.

Team WORK: Transitioning from School to the Workplace

Photo courtesy CEVEC

Last week I attended a career assessment meeting with a client at the Cuyahoga East Vocational Education Consortium.(CEVEC). This center is designed to provide “vocational and work training to high school aged students with disabilities.” CEVEC is now housed in a recently renovated building, and it positively  buzzes with productivity.

The team assembled in a quiet, comfortable conference room near the main office. Tim Velotta, Career Assessment Specialist, reviewed the results of the testing and educated the group about the next steps in the process. He also explained some of the differences between services and supports at high school and the workplace. Students who are identified with a disability that affects education have Individualized Education Plans, which, as TIm described are “designed to help students succeed.” However, when students transition from public school services to the “real world,” they will receive accommodations–not services– under the Americans with Disabilities Act. At this point, Tim said, “Success is no longer guaranteed.”

This is a scary, and sometimes difficult transition for parents (and for students, too!). For many parents, this presents a touch point of grief; the realization that the child is not following the same college and career path as his/her peers hurts. Even if the parents feel that they have accepted their child’s disability, these kinds of transitions often involve “re-grieving.”

In addition, there are questions! Parents and students want to know what the day will be like, how goals will be accomplished and what the expected outcomes might be. Finally, students and parents might also be excited about the possibilities and experiences ahead, as well as the new levels of independence and fresh experiences in the offing.

In reviewing the variety of job opportunities, Tim described how he and his team evaluate students for job training. The three main criteria assessed are work speed, work accuracy, and level of independence.  In addition, the team assesses  students’ employability skills…the “soft skills” that are necessary for successful employment. These include seeking help when needed, ability to recognize and correct mistakes, flexibility and respect for self and others. Once the assessment is complete, students are placed into a job training program that meets their individual needs. The exciting part? The training they receive involves tasks that directly benefit the community!

What lessons can the Church learn from this process? How can we support families in this unique transition to adulthood?

• Recognize that this transition might evoke sadness or loss in parents and students. Be willing to affirm those feelings and listen without judgment.
• Celebrate the transition with the family. If the parents and student are excited about the possibilities, by all means, send a card or make a phone call to give your best wishes. Taking a step toward adulthood is a big deal! Follow the family’s lead and rejoice with them in this new opportunity.
• Offer opportunities for service at church. It’s important to think beyond the service opportunities we usually assign to teens. Not every student will be able to play the guitar, volunteer in the nursery, or go on a mission trip…and that’s okay. It’s important for us to consider the gifts of the students in our churches and provide opportunities for them to make a contribution to the Body using those gifts. (this is true for both typically developing students as well as students affected by disabilities!)
• Emphasize the “soft skills.” Reinforcing students’ ability to respect authority, follow directions and make good choices not only builds their employability…it  builds the Church.  When we teach these qualities at church, we can emphasize the greater purpose in demonstrating these qualities, and give our students the knowledge that they can glorify God in the workplace through their attitudes and behavior.
• Consider collaborating with a center like CEVEC. During my visit at the center, I asked Tim Velotta if students can be placed in jobs at churches. “Absolutely!” he enthused. He listed several “go-to” community organizations that have provided support and training to CEVEC students. If your church feels led, explore this opportunity to reach out to the community.
• Be a safe haven. Transitioning to the work world can be scary. Students need to know that their church stands with them, ready to commisserate about the rough days and celebrate the successful ones…because that’s what families do.

Working together~
Katie