PATHWAYS Outreach to 30 families

       IPSII Inc.                   Independence, Productivity, Self Determination, Integration & Inclusion (IPSII)

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                                                       Information on 'how to' graduate with a standard diploma  

  • Pathways: The Road to Leadership
    •    "How to Seek and Maintain Employment Workbook Designed for Youth with Developmental Disabilities 
  • Learn ‘how to’ access the general education curriculum with the goal of getting a ‘real job
    • Academic skills
    • Social Experiences
    •  Graduate with a Standard Diploma
  • Outreach to Families who have children [14-21 yrs] Developmental Disabilities and Their Service Providers
    • Must live within Minneapolis Empowerment Zone
      • Zip Codes 55401, 55403, 55405, 55411, 55412

       

    • One of the things that so important to emphasize is providing opportunities for people to dream, kids and families, and to build on their dreams."

                                                                           

                           What is your dream for your transition age [14-21 yrs.] son or daughter with developmental disabilities?

                              Does it include having your child get a real job after High School.

         

 

The benefits of students with disabilities – more role models, a feeling of connectedness to the community and to their peers without disabilities, and an opportunity to develop relationships with more people for their neighborhood who attend the local school.

  The benefits for students already attending the neighborhood school -- the opportunity to develop a relationship with a person who may be different in some ways, the chance to understand the range of human differences, opportunities perhaps to help some in a truly interdependent world.

The difference between learning from your teacher and learning from your peers -- positive role models carry over, incidental learning, deductive learning, peer support, consensual validation of behaviors and positive skills, having something in common with a disability can lead to friendship and bonding. A teacher may be wonderful but there are many more opportunities for learning than are represented merely by the student-teacher relationship.

 

Inclusive schools are better for students with developmental disabilities academically and socially. And, inclusive schools benefits students without disabilities.

  Inclusive programs cost less than segregated programs.

Individualization means considering – where the student will be taught, what the student will learn, who will support the student, and when, what accommodations are needed [changes in methods, technology, environments and supports] to ensure inclusion.

An inclusive school should be a community where there is excellence in learning – children and adults are in a reciprocal learning process that is fun, engaging, relevant, and affirmative, and meet the life long learning needs of everyone…including transition age students with developmental disabilities.

  High school is an important time in terms of preparing the student for the future. With the support and involvement of the family and transition team, each student should:

      · Identify and take high school classes, including vocational programs, that relate to the careers of interest;

      · Make sure that the IEP includes transition plans;

      · Identify gaps in knowledge or skills that need to be addressed;

      · Learn to speak about their disability and to describe accommodations that are necessary or helpful; and

      · Become involved in early work experiences and those emphasizing work-based learning, such as observing people working in a particular job (called job shadowing), volunteering, trying out a job for several hours or days, having an internship, and having a summer job;

      · Identify transportation options (i.e., how the young person will get to and from the job).

Through curriculum and grade adaptations, Donnie is in a regular Biology class with support from his para –professional, learning with his classmates with the goal of graduating with a standard diploma next year from Minneapolis Public Schools.

 

Nick will be graduating from Minneapolis Public Schools in 2006. Nick wants a job. A job that pays ‘real money’. Nick will be learning ‘how to’ seek and maintain employment through our PATHWAYS: THE ROAD TO LEADERSHIP training program in April 2005. When asked what kind of job you want, Nick states, "I like to work to get paid. I don’t want to cook. Wash table, get $100 every day."

 

 

 

Through accommodations in courses and grades, students can learn about subjects they are interested. For example, my son Joseph enjoyed astronomy and through accommodation, he was able to participate in school and graduate with a standard diploma.

 

 

 

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The following materials were included in the dissemination materials

 

TABLE OF CONTENTS

        It’s My Choice

            o A Futures Planning booklet that is designed for youth with developmental disabilities and their families.

            o This guide was written in a way that is easy to understand:

                § So that people with developmental disabilities who read can read it and use it;

                § So that people who advocate for those who cannot read can explain it more easily

        It’s Never Too Early It’s Never Too Late

            o A facilitator’s guide for Futures Planning

        A Guide for Minnesota Parents to the Individualized Education Program

            o The basics of the IEP Process

            o Adaptations and accommodation [pages 32-33]

        Helping Students with Cognitive Disabilities Find and Keep a Job

            o A technical guide from NICHEY

        Excerpts from the Partners E-Learning Course

            o Education [www.partnersinpolicymaking.com/education/

            o Employment [www.partnersinpolicymaking.com/employment/

A Project of National Significance

U.S. Dept. of Health & Human Services Administration on Developmental Disabilities

under provisions of P.L. 106-4

9/30/2004 - 9/30/2007

Project Title:     PATHWAYS: The Road to Leadership

The project will increase the odds of African-American Youth [13-17 yrs.] with Developmental Disabilities and African American Emerging Leaders [18-30 yrs.] will graduate with a standard diploma and will see and maintain employment.

Activities include:

      · PATHWAYS: The Road to Leadership African American Adults [18-30 yrs] with DD

          o Preview of some of the concepts in the Partners in Policymaking Leadership®

          o How to Seek and Maintain Employment

      · Youth Mentoring, Leadership and YMCA Youth & Government

      · Web-based information at www.ipsiiinc.com

          o Youth Friendly Web-based Information on Career Paths, Money Management & Healthy Life Style Choices;

          o Virtual Learning Center

          o Minnesota Governor's Council on Developmental Disabilities online learning courses

              § Inclusive Education

              § Making Your Case

              § Employment

          o PATHWAYS Having Fun Page   Youth Friendly Websites Where You Will Learn and Have Fun

      · Outreach to 30 families  who have youth with DD and Who Live Within the Minneapolis Empowerment Zone

          o "How To Access the General Education Curriculum

          o "How to Graduate with a Standard Diploma

           

Contact Information:

IPSII Inc.

Julie Kenney, MPA Executive Director

6611 Lynwood Blvd.

Richfield, Mn. 55423

612.861.3215

www.ipsiiinc.com

Julie_Kenney@ksg02.harvard.edu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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