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This training manual presents "Connecting to Success" (CTS), a program designed to expand through technology the mentoring, career development, and improved academic achievement opportunities for youth with disabilities. The manual begins by defining electronic mentoring as a way to connect adult employees with students through the Internet. It discusses the barriers to leading productive lives that youth with disabilities face and the benefits of e-mentoring. Following sections discuss: (1) e-mentoring program development; (2) youth development and the core skills and competencies that youth development programs should promote at different ages; (3) specific challenges faced by students with learning disabilities, mental health disorders, and mental retardation; (4) the roles and responsibilities of the program coordinator/community liaison; (5) the roles and responsibilities of the employer-liaison; (6) the roles and responsibilities of the teacher; (7) the roles and responsibilities of the mentor; (8) the roles and responsibilities of those being mentored; (9) launching a CTS program site; and (10) program evaluation to assess the process of implementing the CTS e-mentoring project and to determine the program's impact on students with disabilities. The manual closes by describing the pilot project partners. Worksheets and model forms are also included along with a list of resources. (Contains 24 references.) (CR)

This curriculum was developed to support American Indian high school students in their transition from high school to postsecondary life. It provides a structured process and culturally relevant activities that can be led by either teachers, tribal elders, community members, or paraprofessionals. The curriculum is based on principles such as a belief in the resilience of American Indian youth and their communities and the awareness of sensitive topic areas. It is organized into four themes and within each theme into topical units and lesson plans (each approximately 30-60 minutes). The four themes are: (1) discovery; (2) framework; (3) choice; and (4) reflection. Units address the following topics: the first day, social supports, my family, my community, about me, responding to change, goal-setting, self-advocacy, problem-solving, organizational skills, communication skills, diversity awareness, vision, postsecondary education, career development, military training, and bringing it all together. Each lesson plan includes activity name, student outcome/s, portfolio placement, time frame, size of group, preparation, directions, discussion, closure, and additional suggestions, resources. Additional information includes a brief history of American Indian education and a chart showing Minnesota graduation standards. (DB)

This facilitator's manual is part of a curriculum to help special educators teach paraprofessionals to support individual students with disabilities effectively, especially students with moderate to severe disabilities who require individualized support. Special aspects of the curriculum include its site-based and job embedded approach as well as the incorporation of follow-up coaching and feedback. Introductory material provides a curriculum overview and answers to questions about the curriculum. The curriculum is comprised of four instructional parts with a total of seven instructional units that address: (1) what inclusive education means; (2) what to teach (ways to maximize learning opportunities for students); (3) how to instruct (prompting, waiting, fading); (4) how to instruct (use of natural cues, consequences, and supports); (5) how to instruct (individualized adaptations); (6) how to interact (behavior as communication); and (7) how to interact (student relationships). Each of the seven units includes a unit guide, directions for facilitation, and handouts suitable for reproduction. (Contains 13 references.) (DB)

This guide is designed to help individual teachers as they plan for and implement student-led Individualized Education Programs (IEPs) for students with disabilities. It presents activities for helping secondary students develop and participate in their IEPs. The first part of the guide is organized around the following five stages for involving students: (1) starting a student-led IEP program, ensuring confidentiality, involving parents, and determining instructional goals; (2) helping students understand their IEPs; (3) engaging students in developing an IEP, helping students assess their IEPs, and helping students write sections of their IEPs; (4) preparing students to participate in and/or lead their IEP meetings and providing support during the meeting; and (5) monitoring ongoing self-advocacy. Each section highlights key information related to the stage and suggests activities that may be used with students. The suggestions for activities are presented for individualized delivery and are designed to be adapted to meet individual needs and abilities. A section on group instruction is included that discusses considerations for this type of service delivery. Finally, a section is included that describes programmatic aspects that may be considered when implementing the approach on a schoolwide basis. (Contains 21 references.) (CR)

This monograph presents lessons learned from the five-year (1992-97) project, Together We're Better, a federally funded systems change project focused on inclusion of children with severe disabilities in Minnesota schools and communities. The project identified six focus areas: (1) district partnerships, (2) personnel preparation and development, (3) an inclusion mentorship program, (4) statewide training, (5) family leadership, and (6) development of inclusive education products. Lessons learned are presented in terms of an equation, D x V x F > R, or Dissatisfaction multiplied by Vision multiplied by First Steps must be greater than Resistance to change in order for organizational change to occur. Specific lessons include examination of the organization's current practices and areas of need, drafting a vision, communicating the vision to stakeholders, and identification of specific first steps toward the vision's realization. Appended are an inclusion/exclusion exercise, possible focus group questions, and an action planning worksheet. (Contains 15 references.) (DB)

This handbook provides guidance to schools operating Community-based Vocational Education (CBVE) programs for students with disabilities and encourages the adoption of CBVE programs by schools not presently using this approach. By following the information and examples contained in this handbook, schools can proceed with confidence to operate effective CBVE programs consistent with the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor. Section 1 introduces events and actions leading to the development of CBVE and guidelines promoting this approach consistent with the FLSA. Section 2 presents answers to frequently asked questions by school personnel in carrying out CBVE programs. Section 3 describes the CBVE experiences of 8 students with disabilities between the ages of 14 and 21. Sample forms, agreements, and supporting documentation required under the Individuals with Disabilities Education Act and FLSA are included in these examples whenever possible. Appendices to the handbook provide additional resource information, including: regional offices and personnel of the U.S. Department of Labor Wage and Hour Division providing assistance with FLSA requirements; organizations involved in planning and delivering transition services to students with disabilities; and information on Supplemental Security Income Work Incentives available to transition-age students with disabilities. (CR)

This guide was developed to provide teachers, related service personnel, administrators, paraprofessionals, and other individuals charged with assisting in the development of Minnesota's paraprofessional workforce, with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students. It begins by discussing the evolving role of paraprofessionals as instructional supports and key members of the educational team. Federal and state legislation relating to paraprofessionals is reviewed and characteristics of Minnesota paraprofessionals are highlighted. The guide then includes sections that address: (1) the six guiding principles of Minnesota paraprofessionals; (2) the roles of educational team members working with paraprofessionals; (3) paraprofessional competencies, including competencies relating to: understanding special education, characteristics of learners, assessment and diagnosis, instructional content and practice, supporting the teaching and learning environments, managing student behavior, communicating and collaborative partnerships, and professionalism and ethical practices; (4) competencies for individuals who direct the work of paraprofessionals; and (5) creating an Individualized Professional Development Plan. Appendices include core competencies and specialized competencies for Minnesota paraprofessionals, a core paraprofessional skills inventory, a specialized paraprofessional skills inventory, a support assistant work plan request, a job description worksheet, and an Individualized Professional Development Plan. (Contains 12 references.) (CR)

This video discussion guide is intended for use in groups working toward large-scale systems changes in schools. It is designed to be appropriate for use in a three-hour workshop, an undergraduate or graduate course, or a training seminar. The guide and proposed workshop are both structured into eight sections. Recommended time allotment, objectives, preparation, process, and notes for the facilitator are presented for each workshop section in the guide. The sections cover: (1) "Introduction to the Learning Session" (its objectives and agenda); (2) "Why Are We Here?" (information about using large-scale approaches for change in systems such as corporations, education, and government settings); (3) "What Do We Need To Know?" (participants study and share three articles about a change formula, the history of large group systemic change, and real time strategic change (RTSC)); (4) "Components of a Large-Scale Event" (a case study illustrating how a three-day large-scale event contributes to a large-scale systems change); (5) viewing the video; and (6) a small group discussion focused on RTSC. Also included is a handout showing the application of the RTSC process to an educational reform effort in a Minnesota high school. The final section is a bibliography and list of Minnesota consultants. (Contains 50 references.) (DB)

This monograph summarizes lessons learned from the 5 years that the Together We're Better (TWB) program worked to create inclusive learning environments in four Minnesota school districts. Each of the partner districts established a collaborative core planning team to provide leadership and management of efforts toward school change and inclusive school community development. These teams consistently reported five "lessons." These lessons are each explained with specific suggestions for implementation. The lessons are: (1) some of the best "learning" occurred during times of relaxation; (2) the tone of the team can change dramatically with the entrance or exit of a single person; (3) the size of the core planning team is important; (4) overtly seeking other perspectives and questioning assumptions are keys to success; and (5) attention to effective team practices is essential. (DB)

This curriculum is designed to increase junior high and high school students' awareness of their own and other people's paradigms, and how those paradigms influence beliefs, interactions, and relationships. The lessons have been developed to foster ongoing learning in heterogeneous classroom communities that seek to understand and value diverse perspectives. The curriculum is divided into four units. Unit A, "My Perspective," focuses on understanding perspectives and where they come from. Unit B, "Other Perspectives," focuses on developing awareness of different perspectives. Unit C, "Accepting Others," emphasizes developing skills and attitudes for valuing different perspectives. Unit D, "Working Together," looks at applying perspective-taking skills to improve group decisions. Each unit comprises lessons which contain activities that include readings, discussions, group and individual reflections, cooperative learning groups, and individual assignments. Lessons also include reflection questions for the teacher or other adult facilitators to contemplate prior to presenting the lesson, as well as questions to reflect upon with the students. An adaptation section provides suggestions for lesson modification for students with disabilities. Another section discusses how the curriculum can be used to meet graduation standards. Sample letters are also provided to communicate with students' families on the curriculum. (Contains 13 references.) (CR)

This monograph discusses the findings of two federally funded research projects that brought together university, school district, and state education personnel, along with families, to find ways to weave a tapestry of inclusion in the context of general education reform efforts. Among the lessons learned were that there are seven types of threads necessary to create a strong, lasting tapestry of inclusion. These necessary factors include: recognizing and helping others to recognize the contributions each child can make to the school community, commitment to being open to new ways of thinking and doing, recognition of the complexity involved in creating inclusive educational programs, awareness and focus on circle of influence rather than circle of concern, effective communication, courage to speak up in a considerate way, and effective collaboration. The monograph describes the importance of each of these factors, along with personal thoughts from parents, teachers, and students. A chart illustrates traditional and alternative service delivery paradigms. The monograph closes by urging schools to weave these threads to create a tapestry that both sets the stage for creating an inclusive school and sustaining these efforts on an ongoing basis. (CR)

The Preferred Future Worksheet is a planning tool that can assist school members or teams who are dealing with a school problem or issue. The worksheet has been designed to assist in analyzing the current situation, identifying a preferred future, and then creating a plan of action. Introductory material urges heterogeneous group membership and offers tips for facilitating the "preferred future" process such as: keep the group size under 10 members, assign roles within the group for effective facilitation of the process, and allow sufficient time (such as 2 hours) to complete planning sessions. The six steps of the process are then each briefly described: (1) define concerns and envision a preferred future (10 minutes); (2) identify strengths and barriers (15 minutes); (3) brainstorm strategies (25 minutes); (4) select possible strategies (20 minutes); (5) prioritize strategies (10 minutes); and (6) develop a plan (30-40 minutes). A blank worksheet is provided and followed by a completed sample resulting from a meeting of a group of school staff members to decide how to adapt curriculum/instruction to meet the needs of an increasingly diverse student body. (DB)

This training module focuses on the paraprofessional's role in the transition of students with disabilities from school to the adult world. The module is comprised of two components, a facilitator's guide and a student's guide. The facilitator's guide provides the full text of the student's edition as well as chapter goals to be accomplished by students, an outline of topics covered in each text section, materials necessary to teach each chapter (such as transparencies, handouts, and supplemental readings), discussion questions, suggested activities to be completed by students outside of class, and lists of resources (many in Minnesota). Individual chapters cover the following topics: (1) transition from school to adult life; (2) interagency collaboration; (3) roles and responsibilities of paraprofessionals; (4) communication and problem solving; (5) assessment and goal setting; (6) student and family involvement; (7) employment; (8) home living; (9) postsecondary education; (10) community participation; and (11) recreation and leisure. Five appendices include an Individualized Education Plan form, information from the Minnesota Paraprofessional Consortium, a summary of disability-related legislation, an outline of the personal futures planning process, and a listing of transition resources. (Contains 19 references.) (DB)

This training module focuses on behavior management for children with disabilities, and is part of a training series for paraprofessionals working with students who have disabilities. The module is comprised of two components, a facilitator's guide and a student guide. The facilitator's guide provides the full text of the student's edition as well as chapter goals to be accomplished by students, an outline of topics covered in each text section, materials necessary to teach each chapter (such as transparencies, handouts, and supplemental readings), discussion questions, suggested activities to be completed by students outside of class, and lists of resources (many in Minnesota). Individual chapters cover the following topics: (1) behavior and the environment; (2) creating positive learning experiences; (3) an overview of challenging behavior; (4) alternatives to challenging behaviors; and (5) using behavioral interventions with students. Appendices provide a glossary of terms and information from the Minnesota Paraprofessional Consortium. (Contains 51 references.) (DB)

This training module is comprised of two documents, the facilitator's guide and the student guide, and is intended for the introductory phase of a course for paraprofessional school personnel. The facilitator's guide provides the full text of the student's guide as well as chapter goals to be accomplished by students, topics covered in each text section, discussion questions, activities to be completed by students outside of class, resources (many in Minnesota), and materials appropriate for classroom use as transparencies. Individual chapters of both guides cover the following topics: (1) job roles and descriptions; (2) description of the work environment; (3) teamwork; (4) legal responsibilities; (5) communication; (6) learning styles; and (7) stress and burnout on the job. Four appendices provide an Individualized Education Plan form, information from the Minnesota Paraprofessional Consortium, a guide contrasting one-way and two-way communication, and guidelines for administering and interpreting the ELSIE, a test to identify preferred learning modalities. (Contains 14 references.) (DB)

This training module focuses on cross cultural support services to individuals with disabilities and their families, and is part of a training series for paraprofessionals working with students who have disabilities. The module is comprised of two components, a facilitator's guide and a student guide. The facilitator's guide provides the full text of the student's edition as well as chapter goals to be accomplished by students, an outline of topics covered in each text section, materials necessary to teach each chapter (such as transparencies, handouts, and supplemental readings), discussion questions, suggested activities to be completed by students outside of class, and lists of resources (many in Minnesota). Individual chapters cover the following topics: (1) an introduction to diversity and direct service; (2) a cultural self-evaluation; (3) institutional cultural competence; (4) individual cultural competence; (5) looking at similarities and differences; (6) using culturally sensitive and inclusive language; (7) being a culturally competent paraprofessional; and (8) moving forward on a culturally competent journey. Appendices provide a glossary and list of resources. (Contains 19 references.) (DB)

This training module focuses on early childhood and is part of a training series for paraprofessionals working with students who have disabilities. The module is comprised of two components, a facilitator's guide and a student guide. The facilitator's guide provides the full text of the student's edition as well as chapter goals to be accomplished by students, an outline of topics covered in each text section, materials necessary to teach each chapter (such as transparencies, handouts, and supplemental readings), discussion questions, suggested activities to be completed by students outside of class, and lists of resources (many in Minnesota). Individual chapters cover the following topics: (1) an introduction to early intervention and early education; (2) child development in the early years; (3) individualized planning for children with disabilities; (4) the paraprofessional in the classroom; and (5) the paraprofessional's role in working with families and the community. Seven appendices provide: information on the Americans with Disabilities Act and child care providers; developmental milestones from birth to age 9; a sample Individualized Education Plan form; a sample Individualized Family Service Plan form; summaries of articles on behavior management; a family needs survey form; and information from the Minnesota Paraprofessional Consortium. (Contains 29 references.) (DB)

Designed for school personnel and any other individuals involved in the transition planning process for students with disabilities, this handbook describes the potential benefits of the Supplemental Security Income (SSI) work incentives for students with disabilities in transition and provides specific guidelines as to how school personnel can assist students and parents in applying for SSI benefits and work incentives. Different sections specifically address: (1) transition students and SSI work incentives; (2) SSI program eligibility; (3) SSI program work incentives, including information on Earned Income Exclusion, Student Earned Income Exclusion (SEIE), Impairment-Related Work Expense (IRWE); Plan for Achieving Self-Support (PASS), Blind Work Expenses (BWE), and Property Essential to Self-Support (PESS). This section also addresses the role of school personnel in accessing SSI work incentives. Appendices include a glossary of Social Security Administration (SSA) and SSI related terms, common concerns and questions raised by students and parents regarding the SSI program, steps involved in the SSI application process, applicants' rights as defined by the SSA, PASS application, resources for obtaining more detailed information on topics introduced in the handbook, and a listing of regional social security offices. (CR)

This curriculum guide is intended to increase elementary students' awareness of their own and other people's perspectives, resulting in more open attitudes and flexible responses to diversity. Unique features include reflective questions for teachers, a focus on communicating content to families, and planned inclusion of students with disabilities. The curriculum is divided into four units which focus on: (1) the individual student's perspectives; (2) awareness of other people's perspectives; (3) learning to understand conflict; and (4) learning to work together. The 24 lesson plans are presented in the following format: intended grade level and time needed, learning objectives, materials, adult reflection questions, an introduction, suggested activities, closure activities, suggestions for home-school connections, suggestions for adaptations, and space for the teacher's notes. After an overview of the curriculum, the guide's sections provide explanations of the adaptation suggestions, guidelines for evaluation, and recommended ways to foster home-school connections and classroom community building. Also included are many instructional materials keyed to specific lessons and suitable for reproduction. (DB)

This curriculum to foster the inclusion of students with disabilities is designed to be offered by educators in junior and senior high school settings. It is intended to bring together students with and without disabilities for classroom instruction, discussion, and experiential learning. The experiential component pairs students with disabilities who are experiencing social isolation and peers who serve as inclusion facilitators, in order to plan and participate in social and recreational activities in the community, identify and minimize barriers to inclusion, and expand students' social skills and options. The introduction offers guidelines for initiating and implementing the program, including getting administrative support and recruiting students. The 20 lessons combine disability-specific information with interpersonal skill building and practical experience in community settings. Among the topics covered by the lessons are: how people are alike, myths and misconceptions, quality-of-life issues, friendship, communicating with others, characteristics and needs of persons with autism and mental retardation, characteristics and needs of persons with physical and other disabilities, enhancing sensitivity, teamwork, legal and human rights, being an advocate, and self-determination. Lesson plans typically include an objective, a statement of key learning, a list of needed materials, suggestions for instructor preparation, a detailed lesson plan, and activity sheets. Attached is a list of associated videotapes and sample program forms. (DB)