Inclusive Mentoring Part II: Tips for Training Mentors of Youth with Disabilities October 30, 2009

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Inclusive Mentoring Part II:

Tips for Training Mentors of Youth with Disabilities

October 30, 2009

2:00pm - 4:00pm

Middletown, CT

Kaela Vronsky, Mentoring and National Center DirectorMelanie Marzolf, Mentoring and National Center Program Associate

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• Introductions

• Inclusion Review

• Supporting Youth with Disabilities

• Unique Challenges

• Specific Tips

• ACTIVITY & BREAK

• Inclusion for Mentors

• Bullying

• Disclosure

• Transition

•Questions/Evaluations

TRAINING OUTLINE

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An attitude and approach that seeks to ensure that every person, regardless of ability or background, can meaningfully

participate in all aspects of life.

INCLUSION REVIEW

http://www.includingallkids.org/what-is-inclusion.php

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COMMON

DISABILITIES

• Physical/Mobility: often requires use of wheelchair or crutches (i.e Cerebral Palsy, Multiple Sclerosis, spinal cord Injuries, congenital limb disorders, amputations)

• Sensory: Visual, auditory, and speech impairments

• Behavioral/Social: Autism spectrum disorders, ADHD

• Mental Health: Mood and Anxiety Disorders, PTSD

• Learning: Different ways of learning and processing language and math (i.e Dyslexia)

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COMMON

CHALLENGES

• Negative stigma

• Low self-esteem

• Difficulty with social skills and peer relationships

• Difficulty with changes in routine or environments

• Stress and frustration

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HELPFUL TIPS FOR ENGAGING YOUTH

#1 Rule:

Do your research –

Everyone is different

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• Create a safe and accessible environment for all program activities and events.

TO CONSIDER

• Keep program activities and events structured and stick to a schedule.

• Be patient and allow for some flexibility.

• Seize learning opportunities to normalize disabilities.

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• Role-model and teach appropriate social skills to youth (Hidden Curriculum).

TO CONSIDER

• Be concrete and explicit when communicating.

• Practice constant positive reinforcement (Nurtured Heart Approach).

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• Universal Design is a process of designing products and environments so that they are accessible by all people, with and without disabilities.

• Based on idea that the broad range of human ability is ordinary, not special

• Also called “human-centered” design

UNIVERSAL DESIGN

Universal Design History. The Center for Universal Design. http://www.design.ncsu.edu/cud/about_ud/udhistory.htm

What is Universal Design? Universal Design Education Online. http://www.udeducation.org/index.asp

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BREAK & ACTIVITY

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RECAP

What might be important to share with Mentors??

Concepts of InclusionEtiquette/CommunicationDisability Specific Info and TipsDisclosureBullyingTransition

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• Research suggests that youth with disabilities are at high risk for being bullied by their peers

BULLYING

Wylie, M.S. (2000). Teaching Kids to Care. Family Therapy Networker. Http://www.cary-memorial.lib.me.us/bullyweb/networker.htm

Benard, B. (1995). Fostering resilience in children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

• Youth who experience bullying are more likely to be depressed, lonely, anxious, have low self-esteem, dislike school and experience headaches, stomachaches and fatigue.

13 Wylie, M.S. (2000). Teaching Kids to Care. Family Therapy Networker. Http://www.cary-memorial.lib.me.us/bullyweb/networker.htm

Benard, B. (1995). Fostering resilience in children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

How can mentors assist youth who are experiencing bullying?

BULLYING

• Listen! By serving as a trusted and caring adult, mentors help youth to build self-esteem and resilience, which are strong protective factors

• Respond to youth in an accepting and positive way

• Make it clear that the bullying is not their fault, and it is not their responsibility to stop the bullying.

• Talk with youth, his/her caregivers and other prominent adults in their life about the seriousness of bullying

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• Disclosure occurs when a person with a disability shares personal information about their disability for the specific purpose of receiving accommodations.

• It is a personal decision that an individual must make for him/herself

What are some of the advantages and disadvantages of disclosing one’s disability?

DISCLOSURE

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DISCLOSURE

How can mentors assist youth with disclosure?

S

H

A

R

E

Script

Help build confidence

Accommodations

Right setting (time, place, person)

Evaluate Pro’s and Con’s

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SCHOOL-TO-WORK TRANSITION

Ways Mentors can help:

Paving the way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities. National Collaborative on Workforce and Disability for Youth.

•Discuss disclosure

•Understand disability rights

•Encourage youth to define strengths and aspirations

•Help build confidence and leadership skills

•Be aware of local resources

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SCHOOL-TO-WORK TRANSITION

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Questions?