Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants.
Karen Roth
President
Partnerships in Education and Service
Northfi eld, IL
Carol Burns
Director
Bethesda College of Concordia University
Gabby Schmidt
Student
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Kate Zilla
Associate Professor, Special Education
National Louis University
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Empowering Your Community: Do’s and Don’ts of Service-Learning PartnershipsIowa Campus Compact
This preconference session will take participants through the “must haves” and “Don’t Do’s” of community partners and collaborations. This session will provide participants with the key characteristics of high performance community collaborations. Topics include: Key characteristics in high-performance partnerships; Coordinating community needs to the academic curricula; Identifying and meeting real community needs; Providing properly structured refl ection time; Genuine community reciprocity; Diversity: breaking stereotypes for partners and students; Proper prior planning; Meaningful service; Issue orientation for students; Community partner voice; Collaboration options; Nurturing partnerships and collaborations; The importance of communication; and Assessing and evaluating collaborations. There will be several activities to help participants identify their partnership needs, identify best practices and form a plan for their partnerships.
Nicholas Holton
Associate Dean
Kirtland Community College
Waving Our Magic Wands: Harnessing the Power of Design ThinkingIowa Campus Compact
Design thinking is a method of problem solving with innovation and creativity. In this workshop you will learn how the design thinking process can be applied to your community engagement work. This methodology provides a transformative process for unifying and inspiring all partners to more innovative outcomes.
Lisa Bates
Lecturer and Extension Specialist
Department of Interior Design
Iowa State University
Susan Erickson
Program Coordinator
Community and Economic Development Extension and Outreach
Iowa State University
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Empowering Your Community: Do’s and Don’ts of Service-Learning PartnershipsIowa Campus Compact
This preconference session will take participants through the “must haves” and “Don’t Do’s” of community partners and collaborations. This session will provide participants with the key characteristics of high performance community collaborations. Topics include: Key characteristics in high-performance partnerships; Coordinating community needs to the academic curricula; Identifying and meeting real community needs; Providing properly structured refl ection time; Genuine community reciprocity; Diversity: breaking stereotypes for partners and students; Proper prior planning; Meaningful service; Issue orientation for students; Community partner voice; Collaboration options; Nurturing partnerships and collaborations; The importance of communication; and Assessing and evaluating collaborations. There will be several activities to help participants identify their partnership needs, identify best practices and form a plan for their partnerships.
Nicholas Holton
Associate Dean
Kirtland Community College
Waving Our Magic Wands: Harnessing the Power of Design ThinkingIowa Campus Compact
Design thinking is a method of problem solving with innovation and creativity. In this workshop you will learn how the design thinking process can be applied to your community engagement work. This methodology provides a transformative process for unifying and inspiring all partners to more innovative outcomes.
Lisa Bates
Lecturer and Extension Specialist
Department of Interior Design
Iowa State University
Susan Erickson
Program Coordinator
Community and Economic Development Extension and Outreach
Iowa State University
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This presentation will be a case study – examining how taking a “disability studies and advocacy” approach to educational design has worked over 17 years of services for the presenter's son. In the course of that time, services have been provided in the home, a charter school, a nonpublic school, via home education, and now, in a public school environment. Tips for explaining disability related issues, and for approaching educators about LRE and presuming competence will be included, along with suggestions for modifying Education programs to incorporate the social dynamics of disability and inclusion.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
TRANSITION PROGRAM
OISD SPED
CIRCLES
Agenda
Introduction/ breaking the ice/common ground activity
School members introduction
History of Transition
Facts and Data
Define Transition Services in Texas
Introducing CIRCLES/ short video
CIRCLES Teams
Guiding Questions
I Introduction
Form equal sized teams of 3-6 players. Give each team a sheet of paper and a pencil. Tell teams their challenge is to list everything they can think of that all team members have in common.
Tell teams they have three minutes to create their lists, so they need to work quickly. To add to the excitement, tell the teams when they have 1 minute left, thirty seconds, and so forth.
When time is up, find out which team has the longest list and ask them to read the similarities they listed. Then ask teams whose similarities have not already been
How easy was it to discover something in common with another group member?
• How can similarities draw us closer together? read aloud to read some of theirs.
Introduction to the Team members
Define Stakeholders
Introduce IEP participation measures
History Individuals with Disabilities Education Act
IDEA 1990
Driven by parents
Concede that children
given FAPE
BUT graduating to
WHAT??
Transition mandated
Linkages to agencies
Is based on the individual student’s needs, taking into account the student’s preferences
and interests; and
3. Includes --
(i.) Instruction;
(ii.) Related Services;
(iii.) Community Experiences;
(iv.) The development of employment and other post-school adult living objectives; and
(v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
Texas Requirements All Texas Public School Districts Including Charter Schools
Students Receiving Special Education Services
By Primary Disability
PEIMS Data 2018-2019StatewidePrimary DisabilityOIOHIAIVIDBIDEDLDSIAUDDTBINCEC3,59376,2917,0283,88431056,88631,789163,688107,66871,951251,3257,553
Transition planning begins no later than age 14
Through the Years
at OISD
Middle School
Career Exploration
General Knowledge of Careers
Development of
Social Skills
Decision making
Self determination
Self-advocacy
Development of work ethic and responsibilities
Identify preferences, needs, and interests
Development of Transition Plan (Age 14)
Graduation options discussion
Through the Years
at OISD
High School
Career Preparation
Demonstration of general knowledge of careers
Implementation of
Social Skills
Decision making
Self determination
Self-advocacy
Demonstration of work ethic and responsibilities
Implementation of Transition Plan
Graduation Path Determined (end of 8th grade)
OISD Special Education
Vision
OISD Develops responsible citizens by creating equal opportunities for all students through ...
Are we listening to children with adhd paula flynn 21 september 2011haddireland
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Thinking Outside the Box: Forming Non-Traditional PartnershipsIowa Campus Compact
Inver Hills Community College has formed two strong partnerships with two very different
not-for-profits: The Salvation Army and Lifeworks. This presentation, given by a
representative from each of our agencies, will go into the WHO, WHAT, HOW and WHY of
creating these partnerships, then help session attendees think about the WHEN.
Katie Halcrow
Director of Service-Learning
Inver Hills Community College
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Factors that Predict Persistence in College at the University of Wisconsin-Pa...Iowa Campus Compact
The presentation will explore whether
participation in service-learning is
related to persistence in college with a
focus on the University of Wisconsin-
Parkside.
Helen Rosenberg
Professor
University of Wisconsin-Parkside
This session presents faculty, community partner, and nursing student perspectives about community engagement experiences designed to prepare nurses to contribute to reducing health disparities and develop a commitment to improving the health of diverse populations. Challenges, relationship development, and benefi ts for students and communities affected by health disparities will be discussed.
Marjorie Schaffer
Professor
Bethel University
Diane Bonniwell
Licensed School Nurse
Minneapolis Public
Schools
Julie De Haan
Assistant Professor
Bethel University
Gloria Thomas
Pastor
Camphor Memorial
United Methodist
Church
Jeannine Holqmquist
Senior Nursing Student
Bethel University
Problematic Concepts of Institutionalized Service LearningIowa Campus Compact
Higher education community engagement, and especially service-learning, seem to be built around the concepts of “learning,” “service,” “community,” and “change.” But these are actually highly problematic ideas. This session will unpack their meanings and show how they can confuse and limit our work.
Randy Stoecker
Professor
University of Wisconsin-Madison
University of Wisconsin-Extension
Serving Those Who Served for Us: Training Service Dogs for VeteransIowa Campus Compact
The session pertains to a Service-Learning project involving Retrieving Freedom. The presentation will foster an interactive exchange of information and a service dog will showcase its benefi ts. The program’s development and implementation will be highlighted. Participants will leave with ideas about how to implement a project and develop a similar venture.
William J. Soesbe III
Assistant Professor of Education
Iowa Campus Compact Engaged Scholars
Faculty Fellow
Wartburg College
Scott Dewey
President of Retrieving Freedom Inc.
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...Iowa Campus Compact
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Uncovering and Mobilizing Partners and Resources You Didn’t Know You HadIowa Campus Compact
Explore how the basic principles of Asset-Based Community Development (ABCD) can
enhance any partnership by identifying, and strategically utilizing the hidden resources
and talents of all stakeholders. A brief intro to ABCD will be followed by participation
in refl ection and mapping techniques that can be used to bolster new or existing
projects.
John Hamerlinck
Associate Director
Minnesota Campus Compact
Most civic engagement offices and small nonprofit organizations are challenged to
effectively communicate and market their opportunities and accomplishments with few
staff and few dollars. We will share our experiences in utilizing solid planning and Internet
tools to communicate for success on a budget.
Emily Shields
Executive Director
Iowa Campus Compact
Justin Ellis
Program Coordinator
Iowa Campus Compact
Monique Ellefson
VISTA Leader
Iowa Campus Compact
This session discusses the UI Community-Based Learning Program’s Community Partner Site Visit initiative. The CBLP has committed to conducting 50 on-site agency vists per year to develop and cultivate engagement partnerships in the local community and beyond.
Mary Mathew Wilson
Director
University of Iowa Community-Based Learning Program
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Creating Learning Opportunities through Collaborative Service for Students with Intellectual and Complex Learning Disabilities
1. Upper Midwest Civic Engagement Summit
University of Wisconsin, Stout
June 13, 2014
2.
Carol Burns, Consultant, Bethesda College
Adjunct Professor Special Education
Concordia University Wisconsin
Karen Roth, President,
Partnerships in Education & Service,
Northfield, IL
Professor of Education
Presenters
3.
After reading the scenarios, respond to these questions:
What is your impression of the student mentioned?
How would you handle the situation as Team Leader?
What are your expectations of team participants?
Case Studies
4.
This presentation will focus on the intentional
use of service-learning as a method for the
fuller integration of students with identified
learning disabilities with other university
students, with the goal of building a more
reciprocal, cohesive and caring university
community.
Presentation Goal
5.
Tips on how to build relationships and community
within the integrated group of adults with multiple
abilities;
Strategies for scaffolding pre- service trip preparations
and differentiated reflective methods;
Problem-solving techniques for on-site complications,
usually related to the disability.
Presentation Outcomes
6.
In a classroom of 100 adult students, at least 1 will
identify as having intellectual, and/or complex
learning disabilities.
Autistic Spectrum Disorder
(Grandin, T., The Autistic Brain, 2014)
1 in 88
7. GENERAL CHARACTERISTICS:
Have limitations in intellectual functioning co-occurring with a range
of learning difficulties. Both strengths and weaknesses are usually
present in conceptual, social, and practical areas.
Have general intellectual functioning in the below average range
Have learning difficulties that have significantly affected school
performance, including a high probability of difficulty with a regular
college curriculum
Have the ability to emotionally adjust and physically participate in all
program activities
Intellectual and Complex Learning
Disabilities
8. Recorded diagnoses in one or more of a variety of categories:
Intellectual Disabilities, Developmental Disabilities, Learning
Disabilities, Autism, High Functioning Autism, Asperger’s
Syndrome, Physical Disabilities, Other Health Impairment,
Traumatic Brain Injury, Visual or Hearing Impairments,
Social/Emotional/Behavioral Disorders.
The individual diagnoses can be across several categories.
These categorical assignments may be the result of or
influenced by diagnoses of genetic syndromes such as Down
or William’s Syndrome, as well as medical or accidental
traumas, either before or after birth.
Intellectual and Complex Learning
Disabilities
9.
We investigated the effectiveness of a pilot approach
for fostering inclusion of all students in a university-
community partnership, including those with
differing abilities, conducted over the summers of
2011 and 2012.
Using data findings from year one, our second year
study focused more specifically on the design &
implementation of pre-trip planning strategies,
created to better integrate our students with and
without disabilities into the service team.
Building Inclusivity
13. Increase concern for fellow humans
Develops the ability to problem solve
Motivates learning and improves self-concept
Increases competence and awareness of new settings
Develops a sense of usefulness
Enhances moral development
Heightens responsibility to community
Improves attitudes towards others
Increases academic achievement
Improves communication with others
Develops tolerance for diversity
Broadens knowledge of one’s abilities
Learning how to collaborate and work in teams
Source: Kaye (2010); Gelmon, et. all (2001 – Campus Compact)
Characteristics of Growth through S-L
14.
Developing a civic-minded campus.
“informed, engaged, open-minded, and socially responsible
people committed to the common good, and practiced in
‘doing’ democracy”.
Democratic campus = a fully integrated community
Crucible moment
16. 1886: Miss Harrison’s Training School
1891-1929: Chicago Kindergarten College
Since 1930: National College of Education (NCE)
Since 1990: National Louis University (NLU);
added 2 more colleges to NCE
Graduating: PhD, EdD., CAS, MA, MS, BA, BS ,
PACE certificate of completion
National Louis University
17.
More than 80% of PACE graduates are employed.
P.A.C.E. students attend classes together two days each week
in an undergraduate university environment;
“Highly motivated students who have demonstrated excellent
performance in their P.A.C.E. classes are encouraged to register
for specific NLU undergraduate classes, usually in the liberal
arts or early childhood education.” – from NLU website
NLU’s PACE Program
19. What is Service Learning?
Teaching students to be conscious and active
participants in their community.
20. Past PACE Service Learning
Pennies for Patients (Leukemia-Lymphoma Society)
Bears of Hope (Skokie PD)
Walk for Autism Speaks
NOLA Schools Trip
21. Who, What, Why?
This Fall: Partnership with Skokie Food Pantry
Learn the possibilities
Meet the people
Discover the mission
Reflection
22.
(Began in 2007 as NLU-NOLA Schools Project)
2011 & 2012: Harriet Tubman Charter Elementary
School
2012: Arthur Ashe Charter Elementary School
2013: Paul Habans Charter Elementary School
Since 2011 current or former students of PACE
program have been members of PIEs service
teams.
Partnerships in Education & Service (PIEs)
Established in 2011
23. MORE ABILITY than recognized or tested
HIGH MOTIVATION to succeed in life, to be in college, to be
“normal”
VERBAL (academics) and NONVERBAL (social, time,
organization) functioning is variable
THINKING concretely and in the present
Less inclined to take initiative
Level of SOCIAL Abilities associated with limited experiences
LEARN BEST BY EXPERIENCING AND DOING
STUDENTS WITH DIFFERING
ABILITIES
24.
Visual processors – brain creates series of pictures;
Sensory stimulated – sounds, lights, touches can be irritants;
Appears to “move slowly” – life too fast to make sense of;
Creates anxieties - previous bad experiences always looming
(Grandin, T., The Autistic Brain, 2014)
Typical Conditions
25.
Reflections from Pilot Year
Social “Cues”: PACE students initially misread social
behaviors and language of other team members.
Team members misinterpreted responses from PACE
students.
Feelings of anxiety: PACE students’ anxieties emerged
before and initially during trip.
Feeling safe and trusting the team members and
related work at the school was important.
Team relationships: Initial pre-trip concerns about skills,
focus and commitment of PACE students to the work and as
team members.
26.
Year 1 findings to Year 2 changes
Year 1 findings
PACE student feelings of
anxieties
Team concerns about PACE
student inclusion
Social cues miss interpreted
Orientation: some non-PACE
students needed more
information on abilities of
PACE students
Accommodations: PACE
w/PACE, non-PACE w/non-
PACE = “silos”
Service to schools/group:
PACE students had choice
between 2 entry level jobs.
Year 2 changes
3 pre-trip workshops: familiarize
w/NOLA environment & build
community
NOLA resource brochure
More on-site staff provided (e.g.,
PACE instructor’s mom; 1
additional non-PACE roommate)
Orientation: no direct changes;
did not want to single out team
members with disabilities.
Cannot force: friends shared
rooms; two PACE students & 1
non-PACE per room
PACE students self advocated for
higher skilled jobs,
w/scaffolding
27.
Pre-orientation Activities / blended and segregated
Orientation Activities
Building Team Culture
On-site blended accommodations (if possible)
Shared work experiences
Scaffolding the work on site
Use of alternative technology and social media for
reflective activities
Post experience team celebrations
Strategies for Inclusion
28.
Cover by a former PACE student and team participant.
Pre-Orientation: NOLA Resource
Book
29.
Everyone participates – no one singled out!
Introducing self
Identifying skill sets and challenges
Sharing previous service experiences
Distributing and discussing Resource Booklet
Arranging sleeping accommodations
Orientation Activities
30.
Developing a team “culture” 24/7:
Respecting each others talents, skills and knowledge;
Valuing common S-L goals;
Listening attentively to each team member;
Building a community of engaged learners.
Building Relationships
31.
Sharing space – on site and/or at hotel:
Needing space – on site and/or at hotel:
Controlling anxieties – self and/or group imposed:
Making choices – on site and/after work down time:
Blending in or creating “silos”:
Unexpected “Complications”
32.
Electronic portfolios
BLOGs
Social Media
Creative Arts (paintings, music, poetry, 3-D works)
Alternative reflective methods
33.
Experienced (1st year) PACE
Participants
C - I met a new girl who I never met
before at orientation or on a trip. First I
was scared to ask her to go to Karaoke and
going to dinner, but I find out that she
was kind and happy to let us join her to
dinner. It was great to get to know
somebody other than PACE people.
J - I liked having the most wonderful
talks with non-PACE people. I had really
deep talks with the non-PACE team
members – we talked about my
experiences growing up and how it was to
lose parents, my future.
New (2nd year) PACE Participants
A - Well I got to get to know people from
the trip, by communicating with them
about certain things like teaching and
stuff like that. Because we shared similar
interests.
K – The importance of teamwork. we had
to compromise every day we had to figure
out where to eat so we had to come to a
certain conclusion
L - That when working with someone we
can get the job done. Computer work was
fun and different than what I normally do
to find books – looked up the title of the
book and found the age group.
M – I think I matured a little bit. That I
worked harder
Post trip interview Responses - What did I learn?
34.
Increase concern for fellow humans
Develops the ability to problem solve
Motivates learning and improves self-concept
Increases competence and awareness of new settings
Develops a sense of usefulness
Enhances moral development
Heightens responsibility to community
Improves attitudes towards others
Increases academic achievement
Improves communication with others
Develops tolerance for diversity
Broadens knowledge of one’s abilities
Learning how to collaborate and work in teams
Source: Kaye (2010); Gelmon, et. all (2001 – Campus Compact)
Characteristics of Growth through S-L
green = non-PACE member growth
pink = PACE member growth
47.
Post trip responses - advice for new PACE participants
Experienced PACE participants
C - I would suggest to try to be
independent by going to different places
and restaurants with mixed up groups and
not just PACE people. Try to find your
one job that works. Tell the team you are
flexible and that you can do many
different things.
J - Brainstorm on strategies to deal with
stress and anxiety and how to interact
with both PACE team members and non-
PACE team members. (the first time)
because we weren’t prepared to go
outside into the world and interact with
non-PACE people.
2013 PACE participants
A - I would tell them that one of the
things we did was to meet up with people
on the trip ahead of time.
K – it is a different area so watch out for
more people on the street asking for
money or weather conditions. I wouldn’t
call it a dangerous community.
J – They are going to be working as a team
with other people and getting to know
new people.
M - are you interested in helping the
service team of New Orleans?
48.
How does/will the introduction of students with
differing abilities impact your work as service-
learning providers?
What more do you need to know/do to develop
more inclusive service teams?
Reflective Question
49.
Resources:
Kaye, C.B., (2010), The Complete Guide to Service
Learning: proven, practical ways to engage students in
civic responsibility, academic curriculum, & social
action, Free Spirit Publication, Inc., Minneapolis, MN.
Gelmon, S.G., Holland, B.A., Driscoll, A., Spring, A.,
Kerrigan, S., (2001), Assessing Service-Learning and
Civic Engagement: principles and techniques, Campus
Compact, Boston, MA.
Jacoby, B. and Associates, (1996), Service-Learning in
Higher Education: concepts and practices, Jossely-
Bass, San Francisco, CA.
50.
Carol Burns –Consultant, Bethesda College
Adjunct Professor Special Education
Concordia University Wisconsin
cburns068@gmail.com
Karen Roth - President, Partnerships in Education &
Service, Northfield, IL.
karen.roth17@gmail.com
Thank you!