Activity 3
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Overview
Self-Advocacy
Introduction
Overview and Rationale
Getting Started
Resources
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activities 6 - 7
Activities 8 - 9
Assistive Technology
Planning for College
Applying to College
Disability Services
Adult Services
Disability Research
What Students Do
Students extend their knowledge about their disability by conducting research on the Internet. The activity is structured so that students develop a "Fact Sheet". There are numerous Web sites with information. The Post-ITT search engine will provide direct links to some and indirect links (i.e. referring to another clearinghouse) for others.
The great benefit of the Web is easy access to information. The obvious danger is that there is no guarantee that the information is accurate or relevant to a particular individual. In addition to the accuracy of the information discovered, you will want to insure that students interpret it in a beneficial way. Thus, the most important aspect of Activity 3 is your discussion with the student before and after the research and the "Fact Sheet" development.
Planning
As you think about your students' abilities to do Activity 3, consider their reading ability and knowledge of key terminology. For example, students may think of themselves as having "trouble with reading" but not know to investigate related or synonymous terms such as "learning disability" or "dyslexia". Identify students that will need extra assistance. Familiarize yourself with helpful Web resources and recommend that student use the best. The Post-ITT Teacher Manual has a list of some of our favorites. In addition, use the Post-ITT Web site and resources and search under a specific disability keyword or by Activity 3. If you do not have the necessary computers in your class, arrange with your school library or computer lab to accommodate your students need for access.
Introducing the Activity
After students have conducted their research and created their Fact Sheets, discuss with them what they discovered and how they believe it applies to them. Be sure to correct misunderstandings. Ask them to apply the "facts" to school specific situations. Reframe any beliefs of "disability" = "incompetence" to "disability may result in a limitation". Further that "limitations" can be avoided and compensated for.