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Life and Times of High Schoolers in the Merit

Curriculum WorldLearning Disabilities Association of Michigan

Kathleen Kosobud, presenter

Kosobud51@gmail.com

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Michigan Students with Disabilities

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Study of Adults with LD

Knowledge of A.D.A. and Section 504

Realities of disability self-disclosure

Importance of self-determination*

*Madaus, J.W., Gerber, P.J., & Price, L.A.(2008). Adults with Learning Disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice. 23(3), 148-153.

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(t)ransition to High School

Participation in IEP: Self-Determination

Risk FactorsAttendanceBehaviorCredits, Courses, Connections

School Size

Relationships

Course Selection

Building mentorships2/27/13

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Sophomore, Junior, and Senior Years(your “to-do” list)

Drivers Licenses

MME, PSAT, ACT or SAT

Documentation of disability

Continuing education beyond high school

Other post-high school options

Entering the workforce

Behavior and social maturity Encounters with the law Encounters in the community “Helicopter” or “Helpful” parenting?

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High School

Connecting the EDP to IEP and Transition planning

Connecting EDP to High School Course Selection/Plan

Michigan Merit CurriculumDiplomaCertificate of CompletionPersonalized Curriculum

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Michigan Merit Curriculum4 English Credits

4 Mathematics Credits

3 Science Credits

3 Social Studies Credits .5 Civics .5 Economics

1 P.E./Health Credit

1 Visual, Performing or Applied Arts Credit

2 World Languages Credits (class of 2016)

An online learning experience*

*Michigan Dept. of Education, Personal Curriculum Guidelines, August 20092/27/13

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Personal Curriculum

Area of curriculum affected by disability

Lack of progress despite documented supports

Plan includes parent monitoring

Specifies the scope of the MMC covered

Leads to a diploma

Requires district and parent agreement

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Organizing for Success

TimeTimers; remindersCharts, lists, calendars, plannersPlanning ahead

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Organizing for Success

ThingsDuplicatesPockets and other containersAttachments

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Organizing for Success

Ideas and ConceptsNotesWritingTests

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Basic Study Aids

Memory tricks (mnemonics)

Note-taking

Flash Cards and “rehearsal” systems

Graphic organizers

Technology tools

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Assistive Technology Considerations

Developmentally appropriate

Allow access to the general curriculum

Low-tech through Hi-tech

By the end of high school, the goal is to be independent, self-determined users of AT

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Assignments, deadlines

Approaching lectures, labs, and discussions

Using time effectively

Accommodations in the classroom

Teacher-initiated supports

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Testing AccommodationsAccommodations are designed to level the playing

field, not to invalidate the tests Tests of reading skills cannot be read to student Tests of math calculation cannot allow calculators Writing tests often do not allow spell- and grammar-

checkers, although they can be word-processed.

Extended time

Instructions read (or on tape) for the student

Setting

Breaks

Scribe2/27/13

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Need More Information?

Contact:

Michigan Alliance for Families

http://www.michiganallianceforfamilies.org

Email us at info@michiganallianceforfamilies.org

Call us at 1-800-552-4821

2/27/13