L’application Jooay : Pour la promotion de la participation des enfants en si...ComSanté
La participation aux sports et activités de loisir est une importante composante du développement des enfants, mais l’engagement des enfants ayant une incapacité reste limité comparativement aux enfants du même âge. Les familles et professionnels de la santé ont indiqué que l’accès à l’information sur les ressources disponibles est un facteur essentiel facilitant la participation. Les familles ont d’autant plus exprimé qu’un système de support social solide améliore l’engagement des enfants dans le loisir. C’est dans ce contexte que deux chercheuses de l’Université McGill ont créé Jooay, une application mobile gratuite offrant un répertoire d’activités de loisir adaptées ou inclusives pour enfants ayant une incapacité disponible à travers le Canada. Jooay est également une communauté de support en-ligne permettant l’échange de conseils et expériences. Les activités de recherche de ce projet visent à (1) tracer les motifs de changements comportementaux des utilisateurs de l’application; (2) identifier les meilleures stratégies de dissémination d’information sur le loisir adapté et (3) implanter et évaluer des méthodes pour optimiser l’utilisation de cette technologie. L’information recueillie par le biais de l’application mobile pourra de surcroît être utilisée afin de guider les changements politiques et communautaires.
(séance en anglais)
Date : 22 février 2018 de 12 h 30 à 13 h 45
Conférencières : Annette Majnemer, professeure à l’Université McGill et Keiko Shikako-Thomas, professeure assistante à l’Université McGill.
Lieu : Pavillon Saint-Denis (AB), local AB-7015
L’application Jooay : Pour la promotion de la participation des enfants en si...ComSanté
La participation aux sports et activités de loisir est une importante composante du développement des enfants, mais l’engagement des enfants ayant une incapacité reste limité comparativement aux enfants du même âge. Les familles et professionnels de la santé ont indiqué que l’accès à l’information sur les ressources disponibles est un facteur essentiel facilitant la participation. Les familles ont d’autant plus exprimé qu’un système de support social solide améliore l’engagement des enfants dans le loisir. C’est dans ce contexte que deux chercheuses de l’Université McGill ont créé Jooay, une application mobile gratuite offrant un répertoire d’activités de loisir adaptées ou inclusives pour enfants ayant une incapacité disponible à travers le Canada. Jooay est également une communauté de support en-ligne permettant l’échange de conseils et expériences. Les activités de recherche de ce projet visent à (1) tracer les motifs de changements comportementaux des utilisateurs de l’application; (2) identifier les meilleures stratégies de dissémination d’information sur le loisir adapté et (3) implanter et évaluer des méthodes pour optimiser l’utilisation de cette technologie. L’information recueillie par le biais de l’application mobile pourra de surcroît être utilisée afin de guider les changements politiques et communautaires.
(séance en anglais)
Date : 22 février 2018 de 12 h 30 à 13 h 45
Conférencières : Annette Majnemer, professeure à l’Université McGill et Keiko Shikako-Thomas, professeure assistante à l’Université McGill.
Lieu : Pavillon Saint-Denis (AB), local AB-7015
Send school leaders presentation july 2014 DfEAmjad Ali
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Presentation at the 2014 Texas Statewide Independent Living Conference in Corpus Christi, Texas - Deafness, Diversity and Delivery: How to Serve Persons who are deaf or hard of hearing by Johnson & Tiggs
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Send school leaders presentation july 2014 DfEAmjad Ali
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Follow me on Twitter- @ASTSupportaali
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Project proposal written for Youth Without Shelter, A homeless youth shelter in the west end of Toronto. This proposal address mental illness among homeless youth through social programming.
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Presentation at the 2014 Texas Statewide Independent Living Conference in Corpus Christi, Texas - Deafness, Diversity and Delivery: How to Serve Persons who are deaf or hard of hearing by Johnson & Tiggs
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UC Davis, Mind Institute University Center for Disability Studies. The mission of the CEDD is to collaborate with individuals
with developmental disabilities and their families to improve
quality of life and community inclusion. BRC advocacy tools and booklets are highlighted in the presentation.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
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Young people in regional and rural areas of Australia are entering an ever-changing, highly technological and complex world after school. This challenging environment can limit their opportunities to successfully engage in the world of work. These significant disruptions have challenged the previously held notions of career preparedness for school students and reinforced geographical disadvantage experienced by those in regional and rural Australia. In taking a long-term outlook to future-proofing the career aspirations of the next generation, the CQUniversity Widening Participation Program designed a Learner Progression Framework for career development. The Framework supports students across upper primary and secondary school to understand challenges they face and use their increased awareness to navigate their path to the workforce. Through working in partnership with schools, programs were developed that were grounded in the four phases of the Learner Progression Framework; Introductory (Year 6 & 7), Personalised (Year 8-12), Transition (1st Year university) and Career (2nd- 4th Year university). This long-term immersive delivery of careers education programs to schools has resulted in building individual’s capacities for success in higher education. Fundamental to such careers education programs are raised aspirations and increased self-awareness. This authentic connection between the school and higher education sectors represents a genuine engagement to create a future that works for young people in regional and rural Australia through acknowledging young people’s voice and engendering confidence in their aspirations.
Going to College: A Guide to Transition Planning for Those with Disabilitiesmilfamln
In the 21st century, receiving appropriate postsecondary education is key to successful employment and decent quality of life. This webinar provides an overview of the transition from school and from combat to postsecondary education, discusses challenges and opportunities for students with disabilities and wounded warriors, and presents strategies for preparing the transition to postsecondary education and for succeeding in postsecondary education. Some of the strategies include person centered goal setting, understanding the demand of college, use of self-advocacy skills, and securing reasonable accommodations.
Presentation on August 20, 2020 - Back to School 2020: Maximizing District Budgets to Support Student Safety and Distance Learning. Hosted by edWeb.net and sponsored by Gaggle.
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By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
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https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
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Many ways to support street children.pptxSERUDS INDIA
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15 session - Continuing Education for All! College Programs for Students with Intellectual and Developmental Disabilities
1. Texas Consortium for Post Secondary
Opportunities for People with
Intellectual and Developmental
Disabilities
2014
2. Post Secondary Opportunities for
People with Intellectual and
Developmental Disabilities Project
PSO/IDD Project started Fall 2012
Austin Community College STEPS program
Austin Independent School District Special Education
Advisory Committee
Down Syndrome Association of Central Texas
Texas Center for Disability Studies at the University of
Texas at Austin
3. PSO/IDD Project Mission
The mission of the Post Secondary Opportunities for
People with Intellectual and Developmental
Disabilities Project is to build a collaboration between
organizations that have or support post secondary
opportunities for people with intellectual and
developmental disabilities to raise awareness of
existing programs available in Central Texas and build
support for their expansion and the creation of new
programs that lead to life-long learning and
meaningful, gainful employment.
4. PSO/IDD Project Goals
Raise awareness of post secondary opportunities in the
community.
Raise awareness of programs across the country for students
with IDD’s.
Learn interest level from community in post secondary
opportunities.
Identify subject areas that are of interest to the community.
Identify potential obstacles to attending post secondary
programs.
Develop support for existing programs and their expansion
and the creation of new programs.
Develop community partnerships with organizations.
5. Community Forum – Austin, Texas
The primary purpose of the community forum was to
achieve some of the PSO/IDD Project goals by sharing
information with the community on available post
secondary opportunities and to collect data on
interest level from community on continuing
education after high school for people with
intellectual and developmental disabilities.
6. Community Forum
General overview of post secondary opportunities
DSACT adult program presentation
ACC STEPS program presentation
Focus groups
7. Support from the 83rd Texas
Legislature 2013
Senate and House of Representatives
Proclamations of Support for Post Secondary
Opportunities for People with Intellectual and
Developmental Disabilities.
Sponsors:
Senator Judith Zaffirini
Representative Elliot Naishtat
8. National Down Syndrome Society
Grant
The National Down Syndrome Society awarded the
Down Syndrome Association of Central Texas a grant
of $10,000 to support the mission and goals of the
PSO/IDD Project.
9. PSO/IDD Project Presentations
Department of Assistive and Rehabilitative Services
Department of Aging and Disability Services
Texas Education Agency – Texas Special Education
Continuing Advisory Committee
Texas Education Agency Education Service Centers
Texas Education Agency Education Service Center Region
XIII 18+ Network
10. Texas Consortium for Post Secondary
Opportunities for People with Intellectual
and Developmental Disabilities
Austin Community College STEPS program
Down Syndrome Association of Central Texas
Houston Community College VAST Academy
Texas Center for Disability Studies at the University of
Texas at Austin
Texas Tech Burkhart Center for Autism Education and
Research
11. Texas Consortium Mission
The mission of the Texas Consortium for Post
Secondary Opportunities for People with Intellectual
and Developmental Disabilities is to collaborate with
organizations that have programs or are interested in
creating programs for people with intellectual and
developmental disabilities and to promote post
secondary opportunities throughout Texas that lead
to life-long learning and meaningful, gainful
employment.
12. Texas Consortium 2014 Goals
Present at conferences across the state.
Organize community forums and educator events in
Austin, Dallas/Fort Worth area, Houston, and San
Antonio.
Seek funding opportunities for the expansion of
existing programs and the creation of new programs
in all regions of Texas.
Advocate for legislation at the Texas Legislature that
will create funding opportunities for programs across
the state.
13. Contact information
Gerard Jimenez
512-496-6100
gerard@dsact.com
Board of Directors
Program Director & Government Affairs Director
Down Syndrome Association of Central Texas
Co-Chair
Texas Down Syndrome Advocacy Coalition
Co-Chair
Austin Independent School District Special Education Advisory Committee
Co-Chair
Texas Center for Disability Studies at the University of Texas at Austin
14. Jon Pierce-Shimomura, Ph.D.
Assistant Professor
University of Texas at Austin (UT)
Director of Adult Education
Down Syndrome Association of
Central Texas (DSACT)
jonps@austin.utexas.edu
512-232-4137
College Opportnuities
For Adults with IDD
Gerard Jimenez
Board of Directors
Program Director
Government Affairs Director
Down Syndrome Association of
Central Texas (DSACT)
gerard@dsact.com
512-496-6100
DSACT
15. Inclusion for people with IDD
• People with Intellectual Disabilities and Developmental (IDD) are
part of our society but were commonly excluded from educational,
job and social opportunities.
• Inclusion is now common for K-12 education
– IDEA: guarantees
Individualized Education Plan (IEP)
• Inclusion is not yet common for postsecondary education
– ADA: must self advocate, only prevents discrimination due to disability
• Inclusion is still uncommon for employment opportunities for adults
with ID, partly due to a lack of postsecondary education
16. University of Texas Informal Classes
Aimed at Adults with IDD Door opened
here
17. Informal Classes at UT
Social Time Interactive class
Thanks to DSACT, Gerard Jimenez, Allison Griffith, Josh Russell,
Laura Ferguson, Kylie Huckleberry, Sarah Nordquist, Rose
Stewart, Liz Cronin and dozens of UT undergraduate students
18. Informal Classes at UT
Hands-on Learning and Fun!!
Topics:
Our senses
Alcohol & drugs on the brain
Parkinson’s disease
Amazing animals
Drug discovery
Math for everyday living
Japanese language & culture
Spanish food & culture
19. 27th St.
GuadalupeSt
WhitisAve
UniversityAve
WichitaSt
Speedway
Dean Keeton
Drop off
parking
Littlefield café
patio meeting
place
Entrance to
seminar rooms
and teaching lab
Speedway
Parking
Garage
27th St
Parking
Garage
To I-35
X
Logistics for
UT Informal Classes
Once per week for six consecutive
weeks 5:30-8:00pm
Respite for
families
20. Growth of UT Informal Classes
Aimed at Adults with IDD
200
150
100
50
0
2014201220102008
Reverse inclusion classes
Book clubs
Studentsservedperyear
Year
UT Informal
classes
DSACT
21. Employment Opportunities for Adults
with IDD
Cory Gentry
Lab Assistant Class I
20 hours per week
Neuroscience laboratory
University of Texas at Austin
22. Goals Achieved for UT Informal Classes
• Foster high expectations:
– Self-image as UT student
– Expand expectations of student in eyes of family and friends
• Build self-confidence:
– Hesitant, but soon tried hands-on activities and participated in
discussion -- obviously enjoying taste of college life
– Provide important time away from family and vice versa
• Socialization:
– Practice appropriate conversation and body language with peers with
and without IDD -- key for employability
– Provide critical time for UT students in medical or education fields to
truly get to know people with IDD
• Broader goals:
– Life-long education on college campus
– Maintain affordability ($120) and thus sustainability
23. – Integration with career development:
• Identify employment strengths and desired jobs
• Vocational and remedial classes on math, reading, writing and social
interaction
• Offer numerous courses to allow true self-determination
– Additional opportunities for inclusive campus membership with
typical UT students:
• Inclusion program for existing Informal Classes at UT
• Interaction with social groups: Best Buddies, Texas Lassos, Dean’s
Scholars, etc…
• Audit formal UT classes
– Sustainability for expansion:
• School district funding as part of transition program
• Qualify program for use of Federal Student Aid
• Fund raising
Near Future for UT Informal Classes
25. The STEPS Program
Unique program for adults whose abilities may prevent
participation in traditional adult education
The STEPS Program fosters student success by preparing
students for job readiness through a specialized curriculum
26. About Our Program
Up to 2 year program
Focus on supporting student success and job readiness
Lesson plans are personalized based on each student's needs
Upon completion, students go onto take adult education
courses, certification courses, sit for the COMPASS test or
become gainfully employed
27. Our Classes
Technology Skills
Clerical Skills
Retail Skills
Academic Skills
Workforce Development
Social Skills for Life and
Work
Business Mathematics
28. Technology Skills
Students gain skills in internet use,
Microsoft 2010 Applications and basic research skills.
Students are taught at their own pace,
layering additional information each semester.
29. Clerical Skills
Students learn appropriate business etiquette in addition to
typing skills, use of office equipment, building a resume and
cover letter and learning to interview.
EachWednesday students participate in Dress for Success!
30. Retail Skills
Retail skills develops customer service skills, use of a cash
register and money management
Students learn appropriate workplace behavior and how to
deal with stressful situations in a healthy way.
31. Academic Skills
Students learn reading, writing and math skills, starting at
each student's individual level
Curriculum focus' heavily on reading comprehension and
functional mathematics
Majority of students increase academic skills one grade level
each semester
32. Social Skills for Life andWork
During this class students receive hands on experience
practicing appropriate workplace social skills.
Students develop conversation skills, relationship skills,
public speaking, dealing with stressful situations as well as
learn self - advocacy skills.
33. Adapted Business Mathematics
Students interested in business and retail enjoy the
supportive challenge of Business Mathematics.
Students learn how to calculate percentages and taxes in
addition to creating a budget for home and work. Students
learn at their own pace and get a comprehensive experience
in business mathematics
34. Workforce Development
Students who are getting ready to graduate can take theWorkforce
Development Class
Students learn job readiness skills such as:
Finding jobs they qualify for
Applying for jobs
Preparing for the first interview
Creating a targeted resume and cover letter
Volunteering
Students are supported through the job search, interview and hire process
35. Continuing Education Courses
Administrative Assistant Series
Child Care
Intro toWord
IntermediateWord
AdvancedWord
Intro to Excel
Intermediate Excel
Advanced Excel
Sign Language
Intro to PowerPoint
Intermediate PowerPoint
Advanced PowerPoint
Event planning
Fundamentals of PC Use
CreativeWriting
Drawing
Certified Nurses Aid
MedicalTerminology
WeightTraining
36. Graduation
Students who complete the program participate in the
Continuing Education Graduation Ceremony at the end of
each spring semester
Students this spring will receive aWork Readiness Certificate
upon completion of the program.
37. Our Graduates
54% of all graduates took inclusive adult education courses.
92% are now employed
8% are still looking or are unable to work due to health
10% went onto further education
38. After Graduation
Receptionist
File Clerk
Assistant Coach
Cashier
Line Cook
Clerk at
State Capital
Deli Department
Dental Receptionist
Child Care Assistant
Teaching Assistant
Data Entry Clerk
39. Beyond STEPS
Students wishing to advance their education have many
options!
Students who want take further Continuing Education
Courses or work towards a certification can sign up for STEPS
Academic Support during their final STEPS Semesters.
Academic support provides 6 hours a week of homework and
tutoring help.
42. Vocational Advancement & Skills Training-23 years experience
empowering “differently abled” students with developmental
challenges to achieve their dreams of becoming more
independent and competitively employed in the workforce.
43. Over 150 students enrolled at 2 Colleges
A 3rd Program to begin Fall 2014.
44. Offering Two Meaningful
Workforce Credentials
Occupational Skills-Career Readiness
Office Skills Training & Work Keys
Formalized Admissions Process (18-25 age range)
Comprehensive Support Services
Scholarships from local foundations
Person Centered Planning
Pre-College-Freshman Success Bridge Courses
Internships with local employers
Job placement assistance
45. Occupational Skills Certificate
A two-year career readiness workforce credential, offering courses that
enhance functional reading, math and writing as they relate to workforce
skills, develop basic computer/financial literacy and human relations skills for
the workplace.
Students receive assistance with identifying a realistic career goal, through a
“person centered planning” approach, develop a vocational degree plan and
upon successful completion of their courses, are placed on an internship with
an employer partner based on their career interests and skills.
46. Office Skills Training Certificate
TERM I
• Business Writing
• Communications
• Keyboarding
• PowerPoint
TERM II
• Intro to Office Skills
• Work Keys CRC
• Spreadsheet/Excel
• Job Preparation
47. • Office Assistants
• Data Entry
• Filing and Clerical
• Receptionist
• Mail Center Clerks
Term III Internship- 10 week/200 hrs.
48. • A partnership with
“The Center”
• Cullen Residence Hall
• 3 designated floors for
HCC VAST students
• Private rooms
• Modern amenities
• Activities coordinator
• Cafeteria that provides
breakfast, lunch, dinner
and snacks.
• Social activities
• Employment opportunities
Residential Option:
49. Student Life
The Eagles Club- holds college-wide events, workshops, and
community service projects.
Student Government
Campus Sports
Service Learning
Student Leadership Opportunities/Awards
Advocacy-TX Advocates State Conference
51. Capitol Day & Texas Advocates State Conference Workshop
Presented her own session.
52. For furthering the Employment and Independent Living Goals of
individuals with disabilities.
Pictured at U.S. Dept. of Labor in Washington, D.C. from left:
Sue Moraska, Director, Judy Embry and daughter Nicole, a VAST Academy
graduate, then U.S. Secretary of Labor, Elaine Chao.
Nicole is a full-time employee at Smith and Associates for more
than 10 years.
President’s New Freedom Initiative Award
53. The U.S. Dept. of Education awarded HCC- VAST Academy
a $2.5 million, 5 year TPSID grant to expand it’s comprehensive
transition programs for students with intellectual disabilities.
National TPSID Grant Coordinating Center: Thinkcollege.net
59. Employer Partners
• Texas Children’s Hospital
• Shriner’s Hospital for Children
• The Rise School
• T.I.R.R.
• KPFT 90.1 Radio
• Ch. 39
• The Center
• Houston Public Library
• Houston Livestock Show & Rodeo
• MD Anderson Cancer Center
• Spring Branch ISD
• The River Theatre
• Hilton Americas
• Thornwood Elementary
• Catholic Charities
• Jewish Family Services
• CAPS
• CVS
• Phoenicia Deli
• Sailing Angels
• Houston Arboretum
• NEO Cafe
• HCC Child Care Center
• HCC Mail Distribution Center