ÐÏà¡±á>þÿ <>þÿÿÿ;ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥ÁgÀ ð¿ÖbjbjVV .&r<r<Öÿÿÿÿÿÿ·||ÖÖÖÖÖÿÿÿÿêêêêþêÁ(¬pŠŠŠŠeee@(B(B(B(B(B(B($m*²-Nf(Öeeeeef(ÖÖŠŠÛ{(©©©e"ÖŠÖŠ@(©e@(©©â&¤(Šÿÿÿÿ;?ðpnÌÿÿÿÿ‡"À&,(‘(0Á(Ö&6m-©m-,(m-Ö( ee©eeeeef(f(©eeeÁ(eeeeÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿm-eeeeeeeee| œ: Activity I: Me, Myself and My IPE Objectives: Youth will become familiar with the purpose and importance of an Individualized Education Plan (IEP) Youth will gain an awareness for how their IEP is helping them transition to post secondary education and learn more about topics of discussion in an IEP meeting Youth will gain confidence in developing a leadership position at their next IEP meeting Youth will prepare to become more active in future IEP meetings and will be prepared to lead topics of discussion Suggested time frame: 45-60 minutes Format: Large group and pairs Materials Needed: “Me Myself and My IEP” PowerPoint “Me Myself and My IEP slide talking points” Word document Computer and projector (or handouts of the PowerPoint if a computer and projector is not available) Printed copies of the “IEP script” worksheet for each participant: HYPERLINK "http://www.tknlyouth.info/worksheets/IEP-script.pdf" http://www.tknlyouth.info/worksheets/IEP-script.pdf White board or easel paper to track ideas, answers, and discussion themes Vocabulary/Terms: Individualized Education Program (IEP): A coordinated team approach consisting of educators, service providers, school counselors, and agencies assisting the student and his/her family to explore training opportunities, post-secondary education, employment opportunities, and independent living skills. Suggested Facilitator Preparatory Activities Review the Education chapter of the Youth Transition Toolkit ( HYPERLINK "http://www.tknlyouth.info/education.html" www.tknlyouth.info/education.html) Review the “Me Myself and My IEP” powerpoint and talking points for the presenter (included in the “Notes” section underneath each slide and as a separate Word document). Read Chapter 9 “What are Transition Services for Youth with Disabilities” and Chapter 11 “What Contributes to Effective Postsecondary and Career Planning for Students with Disabilities” in Guidance and Career Counselors’ Toolkit ( HYPERLINK "http://www.heath.gwu.edu/assets/33/toolkit.pdf" www.heath.gwu.edu/assets/33/toolkit.pdf) Invite guest speakers to present material, background information on the individualized education plan. This can include people with disabilities who have helped to lead their own IEP, or rehabilitation counselors, psychologists, teachers, or parents who have been involved in a student-led IEP. Creating Context: Today’s activity will focus on you and your Individualized Education Plan (IEP). We will explore the purpose and importance of your IEP and discuss what you may know about your own IEP. As you may know, an IEP is developed by your parents, teachers, and counselors to prepare you for life after high school. Although the IEP focuses on several important areas including independent living, employment, and financial planning, we will be focusing on post secondary education and how the IEP prepares you for this endeavor. In addition to asking thought-provoking questions about your own IEP, we will also consider how you can make the most of your IEP experience by becoming more active and possibly leading an IEP meeting in the future. Generally, the more active you are at your IEP meeting, the more your parents, teachers, and counselors can better prepare you for life after high school. Procedure: Introduce the activity using the language under “creating context” above. With participants in the large group, go through the PowerPoint. Encourage discussion amongst the participants by utilizing the discussion questions as noted throughout the PowerPoint (also noted below): So what is an IEP again? Do you have an IEP? Have you ever taken part in one of your IEP meetings? If so: What was that experience like for you? Were you included in the conversation or asked for your opinion? How did you feel after leaving the meeting? Break large group into pairs and have them complete the “IEP Script” and take turns rehearsing to lead their own IEP. Closure: Use these discussion questions to debrief the “IEP Script” portion of the activity (also included in the PowerPoint on the last slide). Why is your input important when creating an IEP? What most surprised you when doing the handout? How do you think it would feel to actually lead your own IEP? Would you feel nervous? Scared? Empowered? Do you plan on leading your next IEP? Encourage youth to finish filling out the other person-centered planning worksheets ( HYPERLINK "http://www.tknlyouth.org/worksheets/worksheet1-education.pdf" www.tknlyouth.org/worksheets/worksheet1-education.pdf, HYPERLINK "http://www.tknlyouth.org/worksheets/worksheet2-education.pdf" www.tknlyouth.org/worksheets/worksheet2-education.pdf, and/or HYPERLINK "http://www.tknlyouth.org/worksheets/worksheet3-education.pdf" www.tknlyouth.org/worksheets/worksheet3-education.pdf), working with their teacher and letting them know that they would like to have more of a lead role in their future IEP. *** The following activity (“The Future’s Wide Open…”) can also be used as a good next step. 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