Question 28
I am looking for specific strategies for implementing STW with Special
Education students. This is the biggest challenge I face in my project,
and I would like to have some ideas to offer teachers. Thank you.
STW Wizard Strategies
Strategy 1
I work in the Office of Lifework Development for the Minnesota Department
of Children, Families and Learning. I am also a student who has gone through
Special Education. I have also had transition services through the Division
of Rehabilitation Services (DRS), Transition Plus Services, and many supportive
'friends'!
I am currently working with an incentive here in Minnesota that would
be perfect for you! It is called the youth and educator Employer Rebate
Incentive. It is a rebate to assist employers in their expenses for having
a youth intern within a 6-month internship.
As you know school-to-work is an ALL MEANS ALL deal! I have heard from
many employers who have special education students at all levels within
internships and I have heard nothing but success stories. These employers
are calling constantly to say that their business is struggling, but, "how
do they keep our student interns?!" Many are providing their rebate
to their interns for scholarships and funding to promote further training
within their business structure.
I would be happy to talk with you or e-mail further on any other things
that may benefit you and your students. What has also been very helpful
is to have students involved with the partnerships and on their Board of
Directors.
The benefit to students involved in internships is very great. I had
it when I was younger and it gave me the tools that I needed to be successful
and it was a huge boost to my self esteem to be providing for myself. And
it was not just a 'job'!
Strategy 2
Working with young adults who have disabilities through your school-to-work
activities is really the same as working with any other learner. If you
ask most young adults with disabilities to describe themselves, you will
probably find that they view their disability as one part of who they are,
along with:
- their likes and dislikes
- hopes for the future
- dreams for their lives
- goals for employment
- the unique personality and physical traits that we all have
Every learner has their own unique needs for support and assistance,
whether or not they have a disability. When we implement school-to-work
activities, the best thing we can do is to talk with each individual learner,
take time to really learn and understand their goals and dreams, and then
find options within our school-to-work system that can help them achieve
their goals. Individualizing for each learner, will help you to serve all
learners.
What we really need are people who are willing to make modifications
or accommodations to school-to-work activities and opportunities for learners
who need them, not to create separate, specialized "programs"
for certain types of learners. All options need to be made accessible to
everyone - that way it's a win/win situation for all of us - learners have
access and can benefit from options that work best for them and we then
have access to and can benefit from their skills, talents, and abilities.
Some strategies to help you to be successful with including all learners:
- Create a Lifework Plan for each learner. Use checklists, interest
inventories, and interviews with each student and family to pinpoint goals
and interests for the future.
- Understand the options offered by your school-to-work system.
Make sure you understand all opportunities and activities offered through
your school-to-work system; help learners match their goals and interests
to these opportunities.
- Connect different systems through a common point. If a learner
has a disability and has an Individual Education Plan (IEP), write their
participation in school-to-work activities into the IEP. This then becomes
a legal document - one which must be fulfilled during the year.
- Help young adults learn to advocate for what they want. The
biggest differences can be made when young adults do the advocating; if
young adults want access to certain school-to-work options or want the
system changed, help them learn to advocate for their ideas.
- Support young adults to be leaders in your school-to-work system.
Work with 4-H, Future Leaders of America, Future Farmers of America, and
other student leadership clubs to ensure the inclusion of all learners
in your school-to-work system. Many of these student groups take on special
projects and are usually very support of students' rights issues.
Good luck and remember,
- "Courage is not the absence of fear, but rather the judgment that
something else is more important than fear." -Ambrose Redmoon
-
Have the courage to try new things, to make a difference in the lives
of youth - as wonderfully different as they may be - and to pursue excellence
in equity and access for all youth.
| 
