Feb 27 2009
Self-Determination and Self-Advocacy: A curriculum for students
On February 2, 2009, Tom Duffy a trainer for the Model Transition Grant administered by the University of Buffalo, funded by New York State, visited the Hewes Center and conducted staff development around the topic of teaching self-determination and self-advocacy for students. Our Erie 2 CC BOCES is part of this grant which monitors the growth and progress of students with disabilities in terms of their post- secondary goals and transition to adulthood.
Our teachers were taught the meaning of self-determination and self-advocacy in light of life in general, their own needs and desires. Following this curriculum for this was discussed, shared and referenced.
The Hewes Center Special Education Team focused on indicator 13 and indicator 14. Summary conclusions included
1 all students grades 3-12+ will be invited to their CSE meetings.
2. Students will bring class work samples with them and will be schooled to speak about their future goals and ambitions.
3. Focusing on indicator 13 and 14 of the SED requirements that are now monitored for IEP development, students will be involved in the writing of their IEPs, understand what an IEP is and why they have one; know the difference between and IEP diploma and a Regents High School Diploma. These latter differences are a huge impact in terms of future employment and post-secondary training for students.
