Building Community Skills

Building Community Skills

Students with disabilities undergo many transitions in their school life. These transitions are from one school level to the next and finally into the employment level. Secondary change is when a student moves from high school to post-school settings that include colleges/universities and other programs that enable them to secure a future (Baker, 2009). For this to happen, Julia needs full support from everyone around her. She needs to fit in the community with other students to receive equal and fair treatment as everyone else. Therefore, she needs to build up some skills they can use in participation in the community.

For Julia to be assisted in acquiring these skills, an instructional plan is required. These will entail what is expected to be done by both the student and personnel in charge of her. The program will also include instructions that are to be followed effectively for a substantial impact on the student. Developing an instructional plan is a crucial matter, especially when it comes to dealing with students with disabilities (Baker, 2009). First, I will have to oversee the concepts to be covered over the year. These will include any tests necessary or any extra-activity for the student basing on the community setting.

After determining the concept of the plan, an activity plan calendar is a next item to be created. A schedule is essential as it directs Julia on what to do and when to do it. Since she is a disabled student, she needs a full plan calendar that will keep her on track. In my case, the schedule will entail all the activities the student should carry out during the simulation process. Since simulation is a form of experiential learning, a teacher creates a world for the students to interact (Boardman, 2015). Therefore, a calendar helps the student to keep time, be active, and involved in the whole process. Simulations encourage the essence of using accurate and evaluative reasoning. They are unclear and open-minded, thus stimulates the students to anticipate the insinuations of a situation. These scenarios often feel so real, hence leads to more pleasing relations by learners (Boardman, 2015).

Creating a simulation for Julia requires crucial attention and dedication. These simulations are meant to paint a clear picture of the real world to these students. They should be able to relate to the real world via these stimulations. Therefore, creating an in-school simulation requires resources and time to develop a quality learning experience for the student (Boardman, 2015). Assessment of students learning through simulations is more complicated compared to other methods. However, the use of simulations has its negative side as sometimes the students get too involved in the exercise that they forget its educational purpose. Therefore, it is essential to lay out the objectives of the training and follow up on the students so they cannot lose focus (Brown, McDonnell & Snell, 2016).

For a simulation to be successful, I would have to prepare it in advance as much as possible. The student needs to be made entirely for the exercise. This can be done through; ensuring that Julia understands the procedures before the beginning of the training. You can also create a student guide and put the rules in writing so that she can know what is expected of her as she partakes in the exercise. I can also try to anticipate questions on the task before the student asks them, or I can inquire if she any questions basing on the activity. The simulation process is learner-centered therefore; she should be fully involved in the process by asking as many questions as possible on areas of difficulty and show full involvement in the exercise as well (Boardman, 2015). For Julia, I chose the street crossing simulation, as I need to teach Julia how to use the streets when walking alone.

The street crossing is an essential activity for every student, especially those with disabilities. Creating such a simulation will require attentiveness for both me and Julia. First, I would need to create some road signs that help the student cross the street, i.e., the traffic lights, the zebra crossing, and probably add some cars, motorcycles, and pedestrians. These resources are essential in that Julia needs to get a clear picture of how the street looks like so that she can be able to relate and know how to cross it. I will also teach her on the primary road sign rules, e.g., looking at all sides before crossing the road, what the traffic lights mean and where she should cross the street. After highlighting the main points, I will then let Julia simulate by herself as I observe. I am supervising the exercise closely to ensure that the student both understands the process and benefits from it at the end. I would use the simulation often, close to three times a week. After I ensure that Julia is legible enough to cross the street, I would then simulate the real community setting. I will take Julia to the actual road and watch her carry out the exercise in real life. This is with active and full support from her guardians so that she can feel supported and ready for the real world. This act will evaluate Julia’s success in the actual community setting when she successfully crosses the street on her own without any supervision or control.

On the issue with Julia’s parents and their fear of the secondary transition, first, I would try to educate them on the importance of the process. I would ensure them a significant impact on their daughter as their fear is Julia losing her social interests when she undertakes the program. They will need to be informed of what the transition entails is and how it is essential for any student with a disability. Julia will need development so that she can secure a future for herself. Her parents will need to understand that it is not going to be easy for their child to change her current schedule, but with their help and support, they should be ensured of Julia’s success during the transition and a positive impact as the end of it all. Therefore, their involvement is what would be necessary for their child.

Evidence-Based Practices (EBPs) are those teaching methods and strategies that have been tried and tested. These methods are carried out by teachers to ensure that the students learn the essential components of education and be independent in life (Sitlington & Neubert, 2010). In special education, EBPs are crucial in many ways. For instance, in independent living skills, EBPs come in handy in that the student is taught how to be independent and stand for themselves in the future. Some of the practices for independent living include; learning of their strengths that might be beneficial to their future and career as well (Sitlington & Neubert, 2010). In Julia’s case, we see that she is a member of the school chorus and the art club. These are her strengths to mean she is good at singing and also art. Therefore, I could ensure that Julia continues with this passion as she undergoes the secondary transition. She can receive the help she needs and join an art school where she can enhance her skills in the area. After that, she can get a job or own a gallery of her own, thus enabling her to be independent.

This practice is essential for Julia in the sense that focusing on her strengths means that she is doing what she is used to and what she loves. This helps build her self-determination and self-advocacy, which are the major components of secondary transition (Brown, McDonnell & Snell, 2016). She needs to feel the support from the IEP team members, which eventually helps her to fit in the community. This practice was identified as being useful in that Julia can nurture her talents and be able to learn the skills needed in her field of expertise. Therefore, she is ensured of a secure future and an independent living.

In conclusion, simulations are essential, especially for students with disabilities. Creating a real-world picture for them enables them to build and acquire the community skills that they’ll need to fit into society. Also, the evidence-based practices are vital when it comes to making specific capabilities of these students. These practices ensure individual skills to be learned by the student, such as independent living skills. In developing these skills, a student with a disability is assured a secure future with equality and fairness with other people.

References

Baker, S.K. (2009). The Basis of Evidence for Self-Regulated Strategy Development for Students with or at Risk for Learning Disabilities. Exceptional Children, 75, Pp. 303-318.

Boardman, A.G.(2015). Special Education Teachers’ Views of researched-based Practices. Journal of Special Education, 39, Pp. 168-180.

Brown, F., McDonnell, J. & Snell, M.E. (2016). Instruction for Students with Severe Disabilities in General Education Settings. Education and Training in Mental Retardation and Development Disabilities, 8^th edition.  33(3)

Sitlington, P. & Neubert, D. (2010). Transition Education and Services for Students with Disabilities (5^th Edition), 34(2), Pp. 32-45.