The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ know - PDF document

The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ know your likes and dislikes as you . If you like doing something now, it can be a first you’d like to do after high school. You’ve probably already said something like, “I like spending time on the computer, so I want to knowing what you like to do now is still a good start for thinking about what you “College really isn’t my thing. Maybe “I want to go to college. My mother wa“I’m leaning more towards, as soon as I graduate, going into the Marines… I want to make that into a career.” High school student The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJWhat else do I need to know about myself?Knowing what you like and dislike is a good start, but understanding you like or dislike something makes it much easier to like working at a computer because staring at the screen makes my eyes tired.” (Or ow how to type,” or “because I don’t like sitting still for so long.”) Depending on the reason, you might make different like working at the computer after all. you might find that taking a typing class helps you to Of course if you’re someone who really working with computers may not be the right job for you, no matter what skills The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJWhat are my strengths?Strengths are the things we can do well; challenges are choose to use our strengths and do things we’re challenges into strengths by learning new skills. The next part of the self-assessment you are going to complete has to do with one is going to grade you. Again, it’s a way to help you think about different things we can do things that can be The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJHow do I decide what goals I want to work towards? others. Does that mean all you have to do is look at that report card to know aduate? Of course not! That’s because report cards can give you an idea of whatdon’t say anything about which subjects dislikes are like with what we do well (or else what we want This book is meant to help you think about what goals you want to work towards in four different areas of adult life. Here are the four areas: Goals are the things to reach the goals that are most Employment and CareersPost-secondary Education and (that means more schooling, (that means (that means The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ : Put your Self-assessment in Information.” The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJhelping everyone reach their goals. In thmething about your “learning style.” One style of learning isn’t better or worsl. For example, if you’re someone who writing or pictures. Or, if you’re someone The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJDoes having a disability change how someone plans for do when planning for the future. most important first step in deciding what you want to do after you leave school. Understanding your disability is just another part of understanding who you are and what you need Before you think more about your own disability, it might be a good idea to think about disabilities in general. These thoughts sometimes include “stereotypes.” A stereotype is a label like “disabled person,” and thinking that everyone with that label is the same. Stereotypes someone to understand who they are. Stereotypes are challenges. What does “disability” mean to you? Whyou have when you hear that word? The following activity is meant to help you that a label need to know The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJsabilities in general, let’s go back to ace to start is with your IEP. What is talking to a parent, a teacher, or someone else who can explain it clearly. Talking about your disability might not always be easy. You might feel embarrassed, or you might be afraid that it will make the person you are talking mes people with disabilities worry that talking about future – just like everyone else. Your disability is only is not all of you. Having a disability just means that it can take more work to get the supports you need to do the things you want to do. That’s the reason it’s important for you to both understand your disability and help other people The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJto talk with about my disability? It can be really helpful to talk with other people who have a disability that is like yours. You can hear about their successes, as well as the challenges they have along the way. Talking with someone else can inspire you might not have thou “You can al w ays ust go and sit down and talk with somebody who is in that profession, and say, “What are fferently?” High school student always believe in yourself and never “And that’s my advice.” “Mine, too.” Three recent high school graduates with disabilities The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJKristen is 16 years old. She likes watchiand sister, Alison, who is a couple of years older. Kristen likes going to the mall, especially when Alison Kristen isn’t able to read or write, thoun answer “yes/no” around. Kristen has a hard time thinking about something if it isn’t right in front r to make choices about the future. she’s confused about what she likes and e’s a place only ten minutes from their home where many people with disabilities work together. It’s called a “sheltered workshop”. Kristen’s mother thinks this might be the best place for Kristen. Alison knows some students at her school who have disabilities and work at the mall. She knows how much Kristen likes the mall, and thinks Kristen should work ink it would be fun to work at the mall?” Kristen immediately answers, “Yes!” But when their mother asks Kristen, “Wouldn’t you like to work at the workshop The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ time saying what she’s thinking and feeling? If someone has a hard time things, it can be s work together with the person to help her make her own decisions. disability, and the people who are supporting him, understand one another. disability. “Essential Lifestyle Planning” is a kind of person-centered The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJTalk with someone who has a disability that is like yours, and who has Suggested Questions for Recent GraduatesLiving Center The New Jersey Self-Advocacy Project Call (732) 926-8010 Try to find out some information about your own disability. Here are some ASPEN (Asperger Syndrome Education Network, Inc.) Brain Injury Association of New Jersey Call (732) 738-1002 On the web: www.bianj.org th Attention Deficit Disorders) – this is a national organization with local chapters Call 1-800- 233- 4050 On the web: www.chadd.org Call (609) 392-4004 On the web: www.cpofnj.org COSAC (New Jersey Center for Outreach and Services for the Call 1.800.4.AUTISMOn the web: www.njcosac.org The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Self-assessment” activity, page 9 Activity How you feel Description of activity (check all that apply) Skills QuietNoisyActiveSitting InsideOutsideDont Figuring The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Self-assessment” activity, page 7 Activity How you feel Description of activity (check all that apply) Skills QuietNoisyActiveSitting InsideOutsideDont Driving The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Self-assessment” activity, page 5 Activity How you feel Description of activity (check all that apply) Skills QuietNoisyActiveSitting InsideOutsideDont Cleaning Cooking Shopping The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Self-assessment” activity, page 2 Activity How you feel Description of activity (check all that apply) Skills QuietNoisyActiveSitting InsideOutsideDont Reading Writing The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Self-assessment” activity, page 1 Activity How you feel Description of activity (check all that apply) Skills Like Dislike Dont The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 12 You prefer to tell what you know. You talk fluently, comfortably, and clearly. Teachers may find that you know more than written tests show. You are probably less shy than others about giving reports or talking to the teacher or classmates. The muscular coordination involved in writing may be difficult for you. Organizing and putting thoughts on paper may be too slow and tedious a task for you. tests to show what you know. You feel less comfortable, when oral answers or reports are required. Your thoughts are better organized on paper than when they are give orally. by D. M. Babich, P. Burdine, L. Allbright and Pl. Randal, 1976. Wichita, KS: Wichita Public Schools. Adapted by permission. The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 8 8. __________ 16. __________ 24. __________ 32. __________ 40. __________ Total __________ x2 = __________Score 6. __________ 14. __________ 22. __________ 30. __________ 38. __________ Total __________ x2 = __________ Score 2. __________ 10. __________ 27. __________ 35. __________ 43. __________ Total__________ x2= __________ Score The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 6 3. __________ 11. __________ 19. __________ 36. __________ 44. __________ Total __________ x 2 = __________ Score 5. __________ 13. __________ 21. __________ 29. __________ 37. __________ Total __________ x 2 = __________ Score 7. __________ 15. __________ 23. __________ 31. __________ 39. __________ Total __________ x 2 = __________ Score The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 5 Note: Scoring this instrument may be confusing. You may need 1.Go back through the Learning Styles Instrument. 2.On the score sheet, write the you gave each sentence. For example, you would write the score for 3.After you have recorded each sentence score on the each total by 2 to come up with your score for each category. your score for each category with the Learning Styles Instrument Scoring Box. 6.Circle the title(s) of the category or categories where you scored between 33 and 40. Then turn to the Learning Style Descriptions on the next pages to read 7.Underline the title(s) of the category or categories the Learning Style Descriptions to read about the The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 4 35. I like tests that call for sentence completion or written answers................................... 4 3 2 1 36. I understand more from a class discussion than from reading about a subject........................................... 4 3 2 137. I remember the spelling of a word better than if someone spells it out loud........................................... 4 3 2 1 38. Spelling and grammar rules make it hard for me to say what I want to in writing.............................................. 4 3 2 1 39. It makes it easier when I say the numbers of a problem to myself as I work it out..........4 3 2 1 40. I like to study with other people............................................. 43 2 1 41. I have to see the combination to my lock in order to remember it.............................................................4 3 2 1 42. I understand what I have learned better when I am involved in making something for the subject...................................................................... ƒ..4 3 2 1 43. My written work sounds better than my oral reports......................................... 4 3 2 1 44. I do well on tests if they are about things I heard in class.................................. 4 3 2 1 45. I cant think as well when I work with someone else as when I work alone............................... 4 3 2 1 Partly Like Me The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “How I Learn” activity, page 2 13. I would rather read a story than listen to it readƒƒ. . ..4 3 2 1 14. I feel like I talk smarter than I writeƒƒƒƒƒƒƒ. .4 3 2 1 15.If someone tells me three numbers to add, I can them downƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒ. . 4 3 2 1 16.I like to work in a group because I learn from the others in my groupƒƒƒƒƒƒƒƒƒƒƒƒ. 4 3 2 1 17.Written math problems are easier for me than oral onesƒƒƒƒƒƒƒƒƒƒƒƒƒ 4 3 2 1 18.Writing a spelling word several times helps me remember it betterƒƒƒƒƒƒƒƒƒƒƒƒƒƒ..4 3 2 1 19.I find it easier to remember what I have heard 20.It is more fun to learn with classmates at first, but it is hard to study with themƒƒƒƒƒƒƒƒƒ 4 3 2 1 21. I like written directions better than spoken onesƒƒƒ 4 3 2 1 22. If homework were oral, I would do it allƒƒƒƒƒƒ. 4 3 2 1 23.When I hear a phone number, I can remember it Really Like Me Not Really Like Me The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Thinking About Stereotypes” activity, page7Thinking About Stereotypes (cont.)The same rights as all Americans. People with disabilities do not give up their rights just because they have a disability. The Americans with Disabilities Act (ADA) talks about those rights and gives people with disabilities protection from discrimination. Discrimination means that people are treating you unfairly. The ADA says that people with disabilities must have a chance to do the same things disabilities were being discriminated against in their chances to get a good education, find and keep a job, and do things they wanted to do. Discrimination do, instead of letting that person show them. 11. Where should people with disabilities live? Anywhere they want to!! Having a disability does not mean that a person has to Having a disability may mean that a person uses assistance or support to live where they want. This may mean that a person uses supports to write checks for bills. A person may use a personal care attendant to help with many life activities. The type of support a person uses will be different for each person. The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Thinking About Stereotypes” activity, page5Thinking About Stereotypes (cont.)Seem like a dumb question? Well, one stereotype of people with disabilities is that t experiences. Because of stereotypes, some people with disabilities have not In some cases, they have to live in a different building. The truth is, people with disabilities can do the same things everyone else can, if given the chance and support. Some people with disabilities will make it in the But people with disabilities have to be givento live, work, learn and play and the support to do this. 5. What is your first thought when you see someone with be independent. The white cane is a support for the person who cannot see. 6. What is your first thought when you see someone with A hearing aid helps some people with hearing loss or deafness to hear sounds. It depends on the type and degree of hearing loss. Some people with hearing loss or The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Thinking About Stereotypes” activity, page3Thinking About Stereotypes (cont.)Many people talk about people with disabilities as handicapped.Ž Like in the parking space. But a lot of people with disabilities disagree with that word. Why? Well, saying that a disability is a handicap means that you cant do things arm in a car wreck was handicappedŽ when it came to playing the piano, right? The problem with that is that there is a lot of music written for the piano that uses only a persons right hand. So, for that person, not having a left arm is not a The other reason many people with disabilities dont like the word handicapŽ is that people think of handicappedŽ people as needing help. The word came from Another word that is sometimes used to talk about people with disabilities is challenged.Ž Physically-challenged. Mentallthat a person with a disability has many challenges each day, many people with challenged, it means that they are the ones who have to change. There are many cases where the world can change just as easily. chair is too big and heavy. You could say that the person is physically challengedŽ negative. Sometimes people think of a disability is not, although some diseases lead to a disability. The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Thinking About Stereotypes” activity, page2Thinking About Stereotypes (cont.) might have been formed by your own experiences, or, maybe by knowing someone else with a disability. Or by watching a movie or TV. Or by hearing someone else Lets look at these same questions, but based on facts. These may be just like your answers. But they may be very different. It is true that everyone has the right to their own opinions, but most people want their opinions or beliefs to be based on In the Americans with Disabilities Act (called ADA) a person with a disability is someone who has a physical or mental impairment. Impairment means a limit.walking, or hearing. A person doesnt have to have all of these, just one. that a person may have. A disability is only one part of a person. People like to be known by who they are and not what they have. People with disabilities have been saying that they want to be seen as people first. Most people with disabilities do not like to be called by their labels. When meeting someone with a disability it is best to call them by their name. When talking about a person with a disability it is best to call the person by their name and not their disability. People without The Elizabeth M. Boggs Center on Developmental Disabilities/UMDNJ “Thinking About Stereotypes” activity, page1 4. What happens to people when they have a disability? 9. What is your first thought when you see a person using a wheelchair? 10. What kind of rights do people with disabilities have? 13. Should a person with a disability get married?