Symposium Logistics and Transition Planning

Present posters prepared for the class.
Presentations of nadisha posters from the previous semester.
Students who didn't present posters at Nadisha are encouraged to present at the grad student research symposium.
Coordinate within groups to ensure someone is always at the poster.
Alternate between the two posters and visiting other presentations.
The symposium is about presenting research, observing other's work, and networking.
Groups should structure their time during the two-hour block.
Consider half-hour time slots to allow visits to other presentations.
Capstone projects from the social justice curriculum will be presented.

Video on presenting a poster at a conference was shared.
The video discussed being enthusiastic and not monotone.
There are two ways people engage with posters:
- Reading on their own: Welcome them and offer assistance.
- Asking for an overview: Provide a brief overview (elevator pitch).
Prepare an elevator pitch, practicing it beforehand.
Point to relevant sections of the poster while presenting.
Provide structure and organization to the presentation.
- Start with the topic, research question, and importance.
- Briefly explain the methods.
- Present the main findings, limitations, and takeaways.
Focus attention on the audience and be present for them.
Offer additional materials as handouts for more details.

Transition planning prepares students for leaving school.
Covers future employment, independent living, and post-secondary education.
Transition planning should start early (age 14 or earlier), by law age 16.
It is important to have a standard process for students with special learning needs.
It is equally important for their families to see how their needs will be supported.

School provides supports, evaluations, IEPs, and support services.
After graduation, students and families must seek out services and advocate for themselves.
Students need skills to advocate for themselves.
The student should drive the IEP process.
Students should be self-aware of their needs, strengths, goals, and preferences.
Services, supports, or objects can be utilized as independent human beings.
Approach IEP's with students regarding those goals and preferences and encourage agency and advocacy.

Responsibility shifts from school/teachers to the student in college.
Legal protections are reduced in college.
Protections exist under the Americans with Disabilities Act, but students must self-disclose.
Deciding whether to disclose a disability is an important practice point.

Sophie works at a children's center for children with additional needs.
She is an early years practitioner.
She enjoys her job because she finds it enjoyable, rewarding, challenging.
Sophie is really good at building up a good rapport with parents.
Language difficulties still affect her life, but those around her are understanding.
Share difficulties and be open about them.

Comprehension of questions is important.
Role-play specific questions parents might ask.
Learn to ask clarifying questions.
Develop note-taking skills.
Advocate for handouts or written directions.
Practice advocating for self if feeling as though you are not getting appropriate support.

Kayla is a lobbyist on Capitol Hill.
She needs interpersonal communication skills.
She needs pragmatic social communication skills.
Kayla advocates well for herself and others.
She is able to speak on the phone, turn take in conversations and advocate in a Capitol Hill setting. She also has a great functional intelligibility.
Her living situation includes living independently with a roommate.

Job skills and how to keep the job.
She also needs to know how to pay rent.
Financial literacy is a necessity.
Needs to be able to navigate transportation.
Have a plan for situations that go wrong in order to problem solve. (e.g. Missing the train or a shift over)
Role-play scenarios and ask what to do in those situations.
Teach specific activities of daily living.

Next week is the Grad Research Symposium.
The class will meet to review case studies to prepare for the final exam.
Optional to attend if you feel comfortable.
Journal entry about the symposium can earn an additional participation point.
Materials are allowed for the final case study.
A case study is based on the application, not memorization, so reference materials are allowed.