Education Coaching to Support Self-Advocate Trainees

Slide Note

A coach approach to education coaching offers support to self-advocate trainees with developmental disabilities, focusing on leadership skills and self-advocacy tools. The program includes interdisciplinary training, mentorship, and participation in projects to enhance skills for working with individuals with IDD and their families. Weekly courses, core requirements, and problem-based learning courses are designed to empower trainees for real-world application beyond the classroom. The role of an education coach is to ensure access to course elements, guide trainees through skill practice, and emphasize the transferability of skills. Common themes in coaching include processing information, perspective-taking, positive reinforcement, and building on strengths.

kha_br Follow

Uploaded on Sep 19, 2024 | 0 Views

Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript

A COACH APPROACH EDUCATION COACHING AS A SUPPORT OFFERED TO LEND SELF-ADVOCATE TRAINEES : MCCAFFERTY MCCAFFERTY@CIDD.UNC.EDU

Leadership Education in Neurodevelopmental and Related Disabilities Began as an interdisciplinary cohort of graduate and post doctoral students intending to work with individuals with IDD and their families Has become a more inclusive cohort with the addition of Parents and Family Members of an individual with ID/D and, more recently Self -Advocates with ID/D themselves. L.E.N.D.

Attended high school (special ed) Attended PSE or specialized training; no degree or certification required Basic computer skills: word processing, internet Shows interest in developing self-advocate tools and leadership skills to support people with disabilities SELF-ADVOCATE ID/D TRAINEE REQUIREMENTS

Weekly course: Developmental Disabilities Across the Lifespan Faculty mentor Interdisciplinary Leadership Development Program ILDP Project participation such as research, clinic observation, community based service. COMMON COMPONENTS OF THE UNC LEND PROGRAM FOR TRAINEES FROM EVERY DISCIPLINE, INCLUDING ADVOCACY

Core UNC LEND requirement Weekly class meeting plus online discussion forum Student driven Interactive Based on universal design PROBLEM-BASED LEARNING COURSE (PBL), DEVELOPMENTAL DISABILITIES ACROSS THE LIFESPAN

To ensure the SA trainees have access to all elements of the PBL course and to support them as necessary for maximum participation in the class. To isolate skills required for class and then guide coachees through the practice and application of these skills. Connect how skills used in the PBL course transfer far beyond the classroom. ROLE OF EDUCATION COACH

1. Process 2. Relating questions directly to case information 3. Point of view 4. Positive nagging 5. Pointing out what works, why, and building on it. FIVE COMMON THEMES

What we are doing and what is expected Pay focused attention early on Establish an approach that can be applied to most basic situations and be used as a foundation to build and expand upon. Be precise, clear, practical, and to remain open to a different way of doing things that may work better for them. 1. PROCESS

Assignment requires inference, deduction, generalization, and an ability to think several steps ahead, all based on what is often an unfamiliar topic. SA trainees tend to be very concrete thinkers to whom these skills may not come naturally. Inference is a common skill requiring practice. 2. RELATING QUESTIONS DIRECTLY TO CASE INFORMATION

The ability to think about a situation outside of one s own personal experience. Determine how specific details apply to the overall interdisciplinary approach. How to research an issue from an unfamiliar frame of reference. 3. POINT OF VIEW

My term for prompting and reminding, usually aimed to promote or encourage a desired outcome or behavior in a way that motivates rather than annoys. 4. POSITIVE NAGGING

Often involves several ideas/skills being demonstrated. Perpetuates progress. Dependent on consistent and honest assessment of trainee s work by the coach. Steady improvement, whatever that means to each individual, is always the goal. 5. POINT OUT WHAT WORKS, WHY, AND BUILD ON IT