This course is based on the belief that all students can be successful, if they build their choices around their unique strengths and learn the steps to self-empowerment.
Classes are typically held on a college campus, although sessions have been conducted in the local public schools. Participants are high school juniors and seniors and their family members. The students have a variety of disabilities, including attention deficit disorder, learning disabilities, emotional disturbances, or physical disabilities, that have impacted their learning. All students have expressed an interest in continuing their education and all have family members who are facing the question of whether college is an appropriate goal for their student. No diagnostic information or testing is required. Admissions is on a first-come, first-serve basis, and class size is limited to 12 families.
Workshop sessions are researched, piloted, revised, evaluated and disseminated by the Learning Institute of The Norman Howard School and are now available to school districts, family groups, or individual families. The course is endorsed by the Rochester Area Consortium of Advocates for College Students with Disabilities.
- Simultaneous curriculum for parents and students: Many transition programs address the development of self-advocacy for students. This program, however, blends student skill development with new learnings for the parent (adult supporter). Parents who have been intensively involved in advocating for their student also need to develop a new set of skills in order for them to support effective transition. Teaching self-advocacy to the students in isolation sets up conflict and confusion in the family. This program builds a new partnership between family members, identifying appropriate roles and responsibilities for student and parent, using developmentally appropriate activities and materials.
- Understanding self as a learner: Students must have a belief in personal competence and an understanding of the compensatory strategies that best support their learning in order for them to adapt efficiently to higher education. The following interactive activities support the development of student learning: (a) structured interviews in diads, (b) reflection on content vs. process, (c) understanding of learning 'How does it happen for me?,' (d) understanding what others have said about me as a learner (i.e., psychological reports), and (e) interactive study skills inventory.
- Building a support team: Students must learn how to build a new supportive community to replace the structured team they may have had in high school. Simulations and active games provide a vehicle for parents and students to explore this important element of postsecondary success. The following activities are examples used in support sessions: (a) group building and experiential "letting go," (b) team building, (c) trust fall, and (d) metaphor from physical activity, eliciting the process of independence.
- Process of independence from family supports: Strategies that support the belief that the student is the expert are important for both student and parents, if the student is going to become an independent learner and self-advocate. Effective trainers model facilitation skills, an important aspect of the workshop outcomes for both students and adults. The activities used include (a) facilitated feedback with parents losing their tongues and (b) parenting styles and role changes.
- Finding the best match: Families are overwhelmed with the multiplicity of options for postsecondary education and training. Most parents want "more" information, while the students feel like they are on information overload. Activities structure the families into prioritizing the elements most important for this learner and identify which family members should complete which tasks in the application and decision-making process. These activities include (a) puzzle of finding the environment that best matches your personal style, (b) identification of appropriate student and parent roles, (c) alternatives to college, and (d) development of a timeline and job responsibilities sheet.
- Practice in self-advocacy: This strand of the workshop structures the development of the language necessary for effective self-advocacy. Students are involved in developing the language in pictures, charts and both oral and written language. Parents adopt a student "buddy" to mentor, providing feedback and supportive criticism. The following activities guide participants toward increased self-advocacy: (a) facilitation of personal learning/communication style, (b) practice through advocacy role plays and admissions or employment interviews, (c) empowerment report card, (d) development of a self-advocacy portfolio, and (e) demonstration of portfolio to other participants.
- Life skills instruction
- Career & vocational curricula
- Accommodations & planning strategies
- IEP development
- Student participation
- Accommodations & support
- Individual-level planning
- Collaborative service delivery
- Organizational-level planning
- Interorganizational framework
- Human resource development
- Family training
- Family involvement
- Family empowerment
- Program policy
- Strategic planning
- Program evaluation
- Resource allocation
- Human resource development
- Increased self-assertiveness skills
- Increased self-advocacy skills
- Increased decision-making skills
- Increased parent advocacy skills
- Increased student and parent knowledge base necessary for an effective transition from school to postsecondary programs
- Development of self-advocacy portfolio
- Increased participation in postsecondary education/training program
- Student portfolios: a compilation of student products.
- Student and family satisfaction: pre- and postquestionnaires used to assess program activities.
- College support service providers evaluate incoming students who have taken Can I Make It? with pre- and postquestionnaires used to assess the student's level of self-management and self-direction.
- Trainer's performance: a 5-point Lickert-type scale is used to assess the trainer's effectiveness.
- Additional evaluation information includes student self-evaluations completed after activities, written feedback provided by parents in unsolicited letters, and verbal feedback provided by participants.
- All students demonstrated improved competency and fluency in self-advocacy.
- All students began a self-advocacy portfolio and completed a personal letter or brochure of self-disclosure to share with college admissions, support service providers and/or professors.
- College support service providers reported that program alumnae make an effective, successful transition to their postsecondary settings.
- Alumnae of Can I Make It? served as mentors to current students, sharing their perceptions of the value of the course.
