Creating Learning Opportunities through Collaborative Service for Students with Intellectual and Complex Learning Disabilities

Creating learning opportunities through collaborative service,

for students with intellectual and complex learning disabilities

Upper Midwest Civic Engagement Summit

University of Wisconsin, StoutJune 13, 2014

Carol Burns, Consultant, Bethesda CollegeAdjunct Professor Special Education Concordia University Wisconsin

Karen Roth, President, Partnerships in Education & Service,

Northfield, IL Professor of Education

Presenters

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

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

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

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

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

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

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

Serving With NOT Service To

Working on grade-leveling and shelving library books

Team work/Team building

Social activities

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

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

NOLA

Recovery School District

PIEsNLU-PACE

Our Partnerships

1886: Miss Harrison’s Training School1891-1929: 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

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

Service Learning at PACE!

What is Service Learning?

Teaching students to be conscious and active participants in their

community.

Past PACE Service LearningPennies for Patients (Leukemia-Lymphoma Society)

Bears of Hope (Skokie PD)

Walk for Autism Speaks

NOLA Schools Trip

Who, What, Why?This Fall: Partnership with Skokie

Food PantryLearn the possibilities

Meet the peopleDiscover the mission

Reflection

(Began in 2007 as NLU-NOLA Schools Project)

2011 & 2012: Harriet Tubman Charter Elementary School2012: Arthur Ashe Charter Elementary School2013: 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

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

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

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.

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

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

Cover by a former PACE student and team participant.

Pre-Orientation: NOLA Resource Book

Everyone participates – no one singled out!

Introducing selfIdentifying skill sets and challengesSharing previous service experiencesDistributing and discussing Resource

Booklet Arranging sleeping accommodations

Orientation Activities

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

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”

Electronic portfolios

BLOGs

Social Media

Creative Arts (paintings, music, poetry, 3-D works)

Alternative reflective methods

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?

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-Lgreen = non-PACE member growth

pink = PACE member growth

Pilot Project Team

2nd Year Team

3rd Year Team

TeamTravel

Shared Work Experiences

Shared Work Experience

Defined Work Space

Café DuMond Breakfast

Team Lunch break

Team night out

Last Night Team Meal

Learning Together - Day 4

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?

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

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.

Carol Burns –Consultant, Bethesda College

Adjunct Professor Special Education Concordia University [email protected]

Karen Roth - President, Partnerships in Education & Service, Northfield, IL.

[email protected]

Thank you!