Competencies for Youth Service Practitioners: Knowledge ...



❖ INTAKE WORKERS

❖ CASE MANAGERS

❖ JOB DEVELOPERS

❖ JOB COACHES

❖ TEACHERS

❖ TRAINERS

❖ TRANSITION COORDINATORS

❖ COUNSELORS

❖ YOUTH DEVELOPMENT GROUP LEADERS

❖ INDEPENDENT LIVING SPECIALISTS

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I1. Knowledge |Practitioners: |ReCAPP Questions to Consider for |Practitioners develop a portfolio that |

|of youth |I1.1A Identify, describe and critique youth|Professionals Working with |highlights experiences and reflections |

|development |development theories and models |Adolescents |regarding their service-learning project or|

|theory, | |Mini Activities |work experience that shows competency in |

|adolescent and | |Cognitive Theory WebQuest |being able to integrate theory and practice|

|human | | |about child and/or adolescent development |

|development | | |and models into practice. |

| |I1.1B Describe adolescent & human | | |

| |development in terms of physical, | | |

| |cognitive, emotional, social, and | | |

| |behavioral factors and developmental | | |

| |systems theory | | |

Module 1: Knowledge of Field

Unit I1. Knowledge of youth development theory, adolescent and human development

Unit I1: Knowledge of youth development theory, adolescent and human development

is a curriculum unit designed to help explain the reasoning behind adolescent changes in behavior, and the effect these changes have on youth defining their identity and personalities. In turn, participants will be more readily available to offer help to youth during this phase of life when adolescents are attempting to identify and formulate their self-image, values, and ideals along with gaining independence from their parents or guardians. Through a better understanding, participants will be better prepared to help youth establish values and strengthen decision-making skills, help youth explore occupations, and discuss with youth the role of academics in relationship to their aspiring vocations.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I1.1A Identify, describe and critique youth development theories and models, such as FYI, AYD and SI, KohIberg’s theory of Moral Reasoning, and Erikson and Piaget’s theory of Cognitive Development.

I1.1B Describe adolescent & human development in terms of physical, cognitive, emotional, social, and behavioral factors and developmental systems theory

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Selected Activities

1. Questions to Consider for Professionals Working with Adolescents[1]

Questions to Consider for Professionals Working with Adolescents

How does the work that you (or your organization) do incorporate what you know about adolescent development?

• Are the program activities you are currently implementing appropriate to adolescent physical, cognitive, emotional, social, and behavioral development? What evidence do you have to support your answer?

• How would you adapt the current program you are using to better meet the developmental capacities of the early, middle and late adolescent? How would the program change for the three different stages of adolescence?

• How well do you think the adults working with teens you know understand and apply adolescent development principles to the work they do with teens?

• If your answer to the last question was something like "not so well," then how might you open the dialogue about adolescent development with these adults?

2. Mini Activities

I. Consider the role that adolescent’s cognitive, social, and physical development plays in the situations that you are observing. OVERVIEW: Observe a couple of settings while you think of the perspectives outlined below. Reflect on the following:

A) Emotional and Practical Intelligences. In your observations of participants so far during your observations, which participants appear to have higher emotional intelligence? Which have higher practical intelligence? What does that mean? How might the staff/instructor be affecting or utilizing participants’ emotional or practical intelligence in this classroom? Why do you think so? In what ways might you nurture or capitalize on the emotional or practical intelligence of the students in this classroom?

B) Multiple Intelligences. Many have suggested a number of ways to address multiple intelligences in the classroom/informal settings. In what ways

are participants’ different intelligences evident in this classroom? In job interviews a typical question is “How would you address the multiple intelligences of your students?” How would you adjust your instruction of participants to affect and utilize students’ multiple intelligences? Reflect on how you would answer these.

C) Social and Physical Development. Erikson’s stages of psychosocial development indicate that children are developing a sense of themselves at an early age. A critical time for girls occurs when they are developing confidence in themselves, particularly as they begin to look more like women—for boys, particularly as they begin to look like men, “try on personalities”. How do you think this stage of development affects the dynamics and interactions in your situation or in the informal settings you are observing? Consider each participant and their personal lives with family and friends. How might an awareness of these development and personal relationships impact your instruction?

II. Consider WHY adolescents do what they do and evidence of motivational principles in learning settings. OVERVIEW: observe two different classes with the following perspectives. Interview Adolescents and staff about motivation issues. Summarize your findings.

A): Observing Staff Expectations

Using the tally sheet below regarding general focus, for each participation/interaction with the staff member, note the adolescents name and make a tally in the appropriate column.

B). In the same setting, choose two adolescents. Choose one "low" and one "high". (In your reflection explain how you have defined these terms.) Tally the marks on the individuals’ focus handout.

Observing Expectations

General Class Focus

Directions: For each participation/interaction with the teacher, note the student's name and make a tally in the appropriate column.

|Student |Raised Hand to Contribute Orally|Asks for Help |Receives Praise (P) or |

| | | |Correction (C) |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Observing Teacher Expectations Individual Students Focus

| |Tallies/Notes |

|Behaviors |Student A: "High" |Student B: "Low" |

|Non-verbal behavior | | |

|1. Smiles, nods, touches | | |

|affectionately, etc. | | |

|2. Frowns, ignores, touches | | |

|roughly, etc. | | |

|Questioning | | |

|3. Asks a question | | |

|4. Probes, encourages | | |

|student to respond | | |

|5. Praises responses | | |

|6. Criticizes response | | |

|Instruction | | |

|7. Gives instruction, teaches | | |

|8. Evidence of ability | | |

|grouping | | |

|Other Interaction | | |

|9. Positive interaction, e.g., | | |

|identifying important points | | |

|student made | | |

|10. Negative interaction, e.g. | | |

|reprimanding | | |

|Other observations: |

Adapted from Allyn and Bacon, Educational Psychology (1993)

Demonstration of Learning

SERVICE LEARNING PROJECT/PORTFOLIO

Participants will develop a portfolio that highlights how participants have integrated theory and practice about child and/or adolescent development and models in service and/or service-learning.

Participants may utilize their own workplace or engage in a service-learning project through an agency that services at-risk children and/or adolescents (e.g., a school, religious education program, Boys Club/Girls Club, Boy Scouts/Girl Scouts, YMCA, Big Brother/Big Sister, etc.). In the later option, the project can be coordinated through a local Service-Learning Coordinator, or through individual arrangement with a service agency. (Note: Some agencies require a criminal background check of all employee and volunteer applicants.) The time is designated by the organization, however, on average participants usually complete 20 or more hours of direct service to children/youth through the agency carried out within at least 7 contact times over several weeks. The service-learning project can be designed in any way that is acceptable to both the student and service agency as long as it meets the intent of the assignment.

Participants should highlight their experiences and reflections regarding their service-learning project or work experience that shows competency in being able to integrate theory and practice about child and/or adolescent development and models into practice. The portfolio must include an introduction or executive summary of the experience (i.e., a description of the project and why you chose it, and a review of highlight experiences), a synthesis of what you learned about child and/or adolescent through the experience; and an assessment of the implications this might have for you as a future educator/counselor/youth service provider. In addition, participants are encouraged to include other documentation in the portfolio that will help to explain the experience. Such documentation might include: any written correspondence, photographs, artwork, mementos, etc. Participants may decide to keep a journal. The content of each journal entry should include a descriptive narrative of what happened as well as a reflection on the significance or a best interpretation of what happened.

SERVICE LEARNING PROJECT/PORTFOLIO RUBRIC

| |Novice |Developing |Proficient |Exemplary |

| |1 |2 |3 |4 |

|Purpose | | | | |

| | | | | |

|Assessment of the | | | | |

|Implications | | | | |

| | | | | |

Tools and Resources

WEB SITES

At the Table (n.d.). Downloadable Resources Retrieved June 15, 2005 from

Barrett. Cognitive Learning Theory WebQuest (n.d.). Retrieved August 15, 2005 from

California Center for Civic Participation. (n.d.). Youth Voices in Community Design Retrieved June 15, 2005 from

Coalition for Community Schools (n.d.). Retrieved June 15, 2005 from

ETR Associates. (n.d.). Resource Center for Adolescent Pregnancy Prevention.(.ReCAPP ) Retrieved June 15 from:

Funders' Collaborative on Youth Organizing. (2000). An Emerging Model for Working with Youth: Community Organizing + Youth Development = Youth Organization. Retrieved June 15, 2005 from

Institute for Educational Leaderships (IEL) (n.d.). Retrieved June 15, 2005 from

Center for Workforce development (n.d.). Retrieved June 15, 2005 from

Konopka , G., (Fall 1973) Requirements For Healthy Development Of Adolescent Youth [Electronic Version] ADOLESCENCE, VII: 31, pp. 1-26

McCain, M, Gill, P., and Wills, J. (2004). Knowledge, Skills and Abilities of Youth Service Practitioners, National Collaborative on Workforce and Disability for Youth. Retrieved June 15, 2005 from:

National Collaboration for Youth (n.d.) National Youth Development Information Center Retrieved June 15, 2005 from

National Collaborative on Workforce and Disability for Youth. (NCWD/Youth) (n.d.). Retrieved June 15, from

National Youth Development Learning Network (2004) Worker Competencies. Retrieved June 15, 2005 from

National Youth Employment Coalition (n.d.). Retreived June 15, 2005 from

NYEC Resources and Reports various authors and dates. Retrieved June 15, 2005 from

Search Institute. (n.d.) Developmental Assets in Youth Approach Retreived June 15, 2005 from

REFERENCE TEXTS

RESEARCH

Huitt, W. (2001). Why study educational psychology? Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W. (2003). A transactional model of the teaching/learning process. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W., Hummel, J., & Kaeck, D. (2001). Assessment, measurement, evaluation, and research. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W. (2000). Types of studies in scientific research. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Caffarella, R., & Merriam, S. (1999). Perspectives on adult learning: Framing our research. Paper presented at the Annual Adult Education and Research Conference, Northern Illinois University, May 21-23. Retrieved May 2004, from .

ADULT LEARNING

Merriam, S. (2001). Androgeny and self-directed learning: Pillars of adult learning theory. In S. Merriam (Ed.), The new update on adult learning theory (3-13). San Francisco: Jossey-Bass.

Daley, B. (1998). Novice to expert: How do professionals learn? Paper presented at the Annual Adult Education and Research Conference, San Antonio, May 13-15. Retrieved May 2004, from .

CHANGING CONTEXT

Huitt, W. (1999). Success in the information age: A paradigm shift. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W. (1997). The SCANS report revisited. Paper delivered at the Fifth Annual Gulf South Business and Vocational Education Conference, Valdosta State University, Valdosta, GA, April 18. Retrieved May 2004, from .

LEARNING THEORIES AND ASSESSMENT

Huitt, W. (2001). Learning and assessment: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

BEHAVIORAL PERSPECTIVE

Huitt, W., & Hummel, J. (1997). An introduction to classical (respondent) conditioning). Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

COGNITIVE PERSPECTIVE

Lutz, S., & Huitt, W. (2002). Information processing and memory: Theory and applications. (Unpublished manuscript). Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Hill, L. (2001). The brain and consciousness: Sources of information for understanding adult learning. In S. Merriam (Ed.), The new update on adult learning theory (73-81). San Francisco: Jossey-Bass.

CRITICAL THINKING AND PROBLEM SOLVING

Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. Retrieved May 2004, from .

COGNITIVE DEVELOPMENT AND CONSTRUCTIVISM

Lutz, S., & Huitt, W. (2004, June). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences.

Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field & M. Leiceister (Eds.), Lifelong learning: Education across the lifespan. Philadelphia: Falmer Press.

AFFECTIVE DEVELOPMENT AND THE HUMANISTIC PERSPECTIVE

Brett, A., Smith, M., Price, E., & Huitt, W. (2003). Development in the affective domain. (Unpublished manuscript). Valdosta, GA: Valdosta State University.

Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. In S. Merriam (Ed.), The new update on adult learning theory (63-72). San Francisco: Jossey-Bass.

DeCarvalho, R. (1991). The humanistic paradigm in education. The Humanistic Psychologist, 19(1), 88-104.

Baumgartner, L. (2001). An update on transformational learning. In S. Merriam (Ed.), The new update on adult learning theory (15-24). San Francisco: Jossey-Bass.

Huitt, W. (2004). Maslow’s hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Pearson, E., & Podeschi, R. (1997). Humanism and individualism: Maslow and his critics. Paper presented at the Annual Adult Education and Research Conference, Stillwater, Oklahoma,May 16-18. Retrieved March 2002, from .

SOCIAL LEARNING AND SOCIAL COGNITION

Huitt, W., & Hummel. J. (1997). Observational (social) learning: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Bandura, A.  1994.  Self-efficacy.  In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4, pp. 71-81.  New York: Academic Press. [Reprinted in H. Friedman (Ed.), Encyclopedia of mental health. San Diego: Academic Press, 1998.] Retrieved May 2004, from .

Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 651(3), 245-281.

Huitt, W. (1999). Conation as an important factor of mind. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Hansman, C. (2001). Context-based adult learning. In S. Merriam (Ed.), The new update on adult learning theory (43-51). San Francisco: Jossey-Bass.

Kilgore, D. (2001). Critical and postmodern perspectives on adult learning. In S. Merriam (Ed.), The new update on adult learning theory (53-61). San Francisco: Jossey-Bass.

SUMMARY OF LEARNING AND HUMAN DEVELOPMENT THEORIES

Huitt, W. (1999). Summary of theories relating to learning and human development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Huitt, W. (1996). Principles of learning: Points of agreement among learning theorists. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, .

INSTRUCTION

Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268.

Fardouly, N. (1998). Principles of instructional design and adult learning: Learner-centered teaching strategies. Sydney: The University of South Wales.

Pratt, D.D. and Collins, J.B. (2000). The Teaching Perspectives Inventory: Developing and testing an instrument to assess philosophical orientations to teaching. Proceedings of the 41st Adult Education Research Conference, Vancouver, British Columbia, June.

INDIVIDUAL DIFFERENCES

Hayes, E. (2001). A new look at women’s learning. In S. Merriam (Ed.), The new update on adult learning theory (35-42). San Francisco: Jossey-Bass.

Huitt, W. (1998). The workplace and the transition to the information age: How it impacts and is impacted by women. Paper presented at the Third Annual Women's Studies Conference, Valdosta, Georgia, March 5-7. Retrieved May 2004, from .

Clark, M. C. (2001). Off the beaten path: Some creative approaches to adult learning. In S. Merriam (Ed.), The new update on adult learning theory (83-91). San Francisco: Jossey-Bass.

ASSESSMENT, MEASUREMENT & EVALUATION

Dietel, R, Herman, J., & Knuth, R. (1991). What does research say about assessment? Oak Brook, IL: North Central Regional Educational Laboratory.

Hummel, J., & Huitt, W. (1994, February). What you measure is what you get. GaASCD Newsletter: The Reporter, 10-11. Retrieved May 2004, from .

Jones, D. (2000). Towards a generic approach to assessment in adult and continuing education. Paper presented at the Annual Adult Education and Research Conference, University of British Columbia, June 2-4.

SUMMARY

Huitt, W. (2001). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from .

Merriam, S. (2001). Something old, something new: Adult learning theory for the twenty-first century. In S. Merriam (Ed.), The new update on adult learning theory (93-96). San Francisco: Jossey-Bass.

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I2. |Practitioners: |1. Complete the restaurant employer|Practitioners develop a FAQ brochure or |

|Understanding of |I2.1 Identify, describe and critique |assessment tool |guide to help employers and educators |

|youth rights and |specific state /locality’s youth laws |2. Complete the grocery employer |understand child labor requirements of both|

|laws including |related to age, curfew, wages, attendance |assessment tool |the federal law and their state/s. |

|labor, curfew, | |3. Successfully complete case | |

|and attendance | |studies | |

| | |4. Develop a Scavenger Hunt or | |

| | |Webquest | |

Module 1: Knowledge of Field

Unit I2. Understanding of youth rights and laws including labor, curfew, and attendance

Unit I2: Understanding of youth rights and laws including labor, curfew, and attendance is a curriculum unit designed to help explain child labor requirements of both the federal law and specific state laws. In turn, participants will be more readily available to offer help employers and educators understand the complex legal regulations.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I2.1 Identify, describe and critique specific state /locality’s youth laws related to age, curfew, wages, attendance

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Tools and Resources

WEB SITES

Judicial Education Center (n.d.). JEC Child Welfare Handbook . Retrieved June 15, 2005 from

Legal Information Institute (n.d.). Laws of the Fifty States, District of Columbia and Puerto Rico Governing the Emancipation of Minors Retrieved June 15, 2005 from

National Dissemination Center for Children with Disabilities (NICHCY ). (n.d.). Retrieved June 15, 2005 from

National Dissemination Center for Children with Disabilities (NICHCY) Publications and Resources. Retrieved June 15, 2005 from

National Information Center for Children and Youth with Disabilities(1996) The Education of Children and Youth with Special Needs: What do the Laws Say?. Retrieved June 15, 2005 from

Tribal Law and Policy Institute (n.d.). State Laws and State Court Decisions. Retrieved June 15, 2005 from

U.S. Department of Labor in the 21st Century: (n.d.) Youth & Labor: State Labor Laws. Retrieved June 15, 2005 from

United States Equal Employment Opportunity Commission's (EEOC) (n.d.) Youth@Work Retrieved June 15, 2005 from

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I3. Knowledge |Practitioners: |1. Activity 1 of the Texas |Practitioners develop a list of |

|of self as a |I3.1 Locate and List your specific |Workforce Commission Youth Program |professional organizations and relevant |

|youth |organizations Code of Ethics and policies |Initiative |journals/resources to stay current and |

|development | |2. Read through NSDTA Ethical |develop a matrix of professional |

|worker, | |Standards section (pg.16) |development needs with a matrix of |

|including | |Compliance and Noncompliance |professional development opportunities |

|professional | |examples. Develop 5 of your own | |

|ethics and | |examples. | |

|boundaries, | |3. Complete the ethics scenario | |

|confidentiality,| | | |

|and professional| | | |

|development | | | |

|needs and | | | |

|opportunities | | | |

| |I3.2 Develop a list of relevant PD | | |

| |opportunities available | | |

Module 1: Knowledge of Field

Unit I3. Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities

Unit I3. Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities is a curriculum unit designed to help youth development practitioners develop knowledge related to professional ethics, confidentiality, requirements and training need for professional growth.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I3.1 Locate and List your specific organizations Code of Ethics and policies

I3.2 Develop a list of relevant PD opportunities available

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Tools and Resources

WEB SITES

Canadian Child Care Association. (2001). Interaction. Retreived June 16, 2005 from

Innovation Center for Community and Youth Development/The Tides Center (n.d.). At the Table Retrieved June 16, 2005 from

The International Child and Youth Care Network. (1998). FICE Bulletin Retreived June 16, 2005 from

Mattingly, M. (n.d.). Code of Ethics: Standards for Practice of North American Child & Youth Care Professionals . University of Pittsburg. Retreived June 16, 2005 from

McCain, M, Gill, P., and Wills, J. (2004). Knowledge, Skills and Abilities of Youth Service Practitioners, National Collaborative on Workforce and Disability for Youth. Retreived June 15, 2005 from:

National Staff Development and Training Association. (2004). NSDTA Code of Ethics for Training and Development Professionals in Human Services: Case Scenarios and Training Implications [PDF]. Retreived June 16, 2005 from

Wild, Q (2004).Knowledge, Values and Competencies for Youth Development Practitioners University of Wisconsin, Milwaukee. Retreived June 16, 2005 from

REFERENCE TEXTS

Child & Youth Care Forum , edited by Doug Magnuson, University of Northern Iowa, & Sibylle Artz, University of Victoria, B.C.

Child & Youth Services , edited by Doug Magnuson, University of Northern Iowa, & Jerry Beker, University of Minnesota

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I4.D. |Practitioners: |1. Create a historical timeline |Write or develop a Multimedia Historical |

|Understanding of |I4.D.1 Describe the values and history of |listing relevant disability |Essay highlighting the history of the |

|the values and |the disability field as it applies to your|regulations that impact your work |disability field as it applies to your |

|history of the |organizational setting |situations |organizational setting |

|disability field | |2. Create a graphic organizer | |

| | |related to the history of the | |

| | |disability field | |

Module 1: Knowledge of Field

Unit I4.D. Understanding of the values and history of the disability field

Unit I4.D. Understanding of the values and history of the disability field is a curriculum unit designed to help participants gain knowledge in the values and history of the disability field as it directly relates to youth development practitioners.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I4.D.1 Describe the values and history of the disability field as it applies to your organizational setting

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Tools and Resources

WEB SITES

Beyond Affliction: The Disability History Project. (1998). Retrieved June 16, 2005 from

Center on Human Policy, Syracuse University. (2005). Links to Disabilities-History Retrieved June 16, 2005 from

Council for Exceptional Children. (2003). History of Special Education Movement in America Retrieved June 15, 2005 from

Houghton Mifflin. (n.d.). Reader's Companion to U.S. Women's History: Disabilities Stereotype Retrieved June 16, 2005 from

International Disability Exchanges and Studies (IDEAS). (n.d.). Disability World Retrieved June 16, 2005 from

Museum of Disability History (n.d.). Retrieved June 16, 2005 from

National Collaborative on Workforce and Disabilty for Youth. (n.d.). Retrieved June 16, 2005 from

National Public Radio. (n.d.). Disability History Project Retrieved June 16, 2005 from

Smithsonian National Museums of American History (2000). The Disability Rights Movement.Retreived June 16, 2005 from

Social Security Online (n.d.). Legislative History of Social Security Retrieved June 16, 2005 from

Southeast Disability and Business Technical Assistance Center (n.d.). Southeast SBTAC Portal. Retrieved June 16, 2005 from , C. ed. (1999) U.S. Society & Values Retrieved June 16, 2005 from

The Disability Rights Movement: A Brief History Retrieved June 16, 2005 from

United States Equal Employment Opportunity Commission's (EEOC) (n.d.) Retrieved June 15, 2005 from

VSA Arts (2003). A Brief History of the Disability Movement Retrieved June 16, 2005 from

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I5.D.Understanding of |Practitioners: |1. Complete the Scavenger Hunts |Successful completion of case study |

|disability laws |I5.D.1 List and describe the disability |2. Complete the WebQuest |scenarios that make use of disability |

|including 504, ADA, |laws including 504, ADA, IDEA, and |3. Develop an overview that |laws |

|IDEA, and TWWIIA |TWWIIA |describes the disability laws for| |

| | |employers and educators | |

| | |4. Participate in the interactive| |

| | |ADA game | |

Module 1: Knowledge of Field

Unit I5.D. Understanding of disability laws including 504, ADA, IDEA, and TWWIIA

Unit I5.D. Understanding of disability laws including 504, ADA, IDEA, and TWWIIA

is a curriculum unit designed to help participants gain accurate, up-to-date information about disability law and advocacy for children with disabilities as it directly relates to youth development practitioners.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I5.D.1 List and describe the disability laws including 504, ADA, IDEA, and TWWIIA

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Tools and Resources

WEB SITES

National Collaborative on Workforce and Disabilty for Youth. (n.d.).Preparatory Experiences — Youth and Family Section Retrieved June 16, 2005 from

University of Maryland Accessibility Portal (2005). Retrieved June 16, 2005 from

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I6.D.Knowledge of key|Practitioners: |Take the IEP quiz |Help a youth complete their IPE - |

|concepts and |I6.D.1 Identify and explain key concepts |Listen to several short audio |include youth leadership and development |

|processes including |and processes involved when you address |clips about IEP's. (you will need |activities as goals on their IEP |

|IEP, IPE, transition,|each of the following related to your |Real Player plug in) |Using the Work-Based Learning — Youth |

|due process |organizational setting: IEP, IPE, |NSDE IEP Technical Assistance |Service Practitioner Section as a guide, |

|procedures, parents’ |transition, due process procedures, |Guide Take EACH of the Self |design a program that addresses each of |

|rights, informed |parents’ rights, informed choice, self |Assessment Tests at the end of |the 4 questions |

|choice, self |determination, universal access, and |each sections | |

|determination, |reasonable accommodations |Take the online IEP Tutorial | |

|universal access, and| | | |

|reasonable | | | |

|accommodations | | | |

Module 1: Knowledge of Field

Unit I6.D. Knowledge of key concepts and processes including IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

Unit I6.D. Knowledge of key concepts and processes including IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations is a curriculum unit designed to help participants gain and utilize knowledge to ensure that youth are in a supervised program that links knowledge gained at the worksite with a planned program of study so youth can gain basic workplace skills, knowledge of specific occupational skills, and an understanding of different skills.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I6.D.1 Identify and explain key concepts and processes involved when you address each of the following related to your organizational setting: IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

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Tools and Resources

WEB SITES

All Kinds of Minds (n.d.). Retreived June 16, 2005 from

American Association of People with Disabilities (AAPD). (n.d.). Retreived June 16, 2005 from . [Contains analysis of the new law from several different sources]

Council for Exceptional Children (CEC) (n.d.). Retreived June 16, 2005 from

Consortium for Citizens with Disabilities (CCD) (n.d.). Retreived June 16, 2005 from

Gaylord, V., Golden, T.P., O'Mara, S., and Johnson, D.R. (Eds.). (2002). Impact: Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs, 15(1) [online]. Minneapolis: University of Minnesota, Institute on Community Integration. Available from .

Government of British Columbia. (n.d.). Resource Guide for Teachers for Students with Intellectual Disabilities. Retreived June 16, 2005 from

LDOnline (n.d.). IEP Resources. Retreived June 16, 2005 from

Massachusetts Department of Education. (2001). IEP Process Guide Retreived June 16, 2005 from

NASDSE and National Education Association (NEA) (n.d.). Retreived June 16, 2005 from [Co-authored IDEA and NCLB: The Intersection of Access and Outcomes (2 nd Edition), which provides information on the intersection of IDEA and the No Child Left Behind Act (NCLB)]

National Association of State Directors of Special Education (NASDSE) (n.d.). Retreived June 16, 2005 from [Has prepared The Individuals with

Disabilities Education Act: A Comparison of P.L. 105-17 (IDEA ’97) to H.R. 1350 as passed by Congress on November 19, 2004, a side-by-side that compares current law to the new law.]

National Center on Secondary Education and Transition (NCCSET) (n.d.). Retreived June 16, 2005 from [Has compared the key provisions on transition in the new law compared to the existing law]

NCWD (2005) Youth Section: What Youth Need to Know and Do Retreived June 16, 2005 from

Work-Based Learning — Youth Service Practitioner Section Retreived June 16, 2005 from

Work-Based Learning — Youth Service Practitioner Section Retreived June 16, 2005 from

Schwablearning (n.d.). Retreived from

Smith, S. (2000). Creating Useful IEP's ERIC Identifier: ED449636. Retreived June 16, 2005 from

United Way Division of Vocational Rehabilitation (n.d.). Fact Sheet Retreived June 16, 2005 from

Vocational and Educational Services for Individuals with Disabilities (VESID). (n.d.). Retreived June 16, 2005 from . (2002). MisUnderstood Minds Retreived June 16, 2005 from

Wright, P. and Wright, P. (2001). How To Write SMART IEP's. in From Emotions to Advocacy - The Special Education Survival Guide. Harbor House Law Press. Retreived June 16, 2005 from

WrightsLaw (.n.d.) IEP’s Retreived June 16, 2005 from

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

|Competency Area 1: Knowledge of Field |

|Competency |Learning Objectives |Selected Activities |Demonstration of Learning |

|I7.D. |Practitioners: |1. Discuss how each of the |Practitioners successful expand on how they|

|Understanding of |I7.D.1 List and describe privacy and |following impacts your |would or how they have addressed the formal|

|privacy and |confidentiality rights as they relate to |organization: Family Educational |data management policies regulating: |

|confidentiality |disability disclosure in your |Rights and |(a)storage, protection, and security of |

|rights as they |organizational setting |Privacy Act (FERPA) and the Health |confidential youth information; (b) receipt|

|relate to | |Insurance |and sharing of youth information; (c) the |

|disability | |Portability and Accountability Act |intended uses of privileged information; |

|disclosure | |(HIPAA) |(d) procedures for obtaining written |

| | | |authorization from youth (or family |

| | | |members) to authorize the receipt, sharing,|

| | | |and use of information; (e) prevention of |

| | | |potential misuses of confidential |

| | | |information; and (f) destruction of all |

| | | |electronic and written records after |

| | | |defined time intervals. |

| |17.D.1 List and describe specific privacy | | |

| |and confidentiality rights apply to your | | |

| |state/jurisdiction | | |

Module 1: Knowledge of Field

I7.D. Understanding of privacy and confidentiality rights as they relate to disability disclosure

I7.D. Understanding of privacy and confidentiality rights as they relate to disability disclosure

is a curriculum unit designed to help youth development practitioners address the formal data management policies regulating: (a)storage, protection, and security of confidential youth information; (b) receipt and sharing of youth information; (c) the intended uses of privileged information; (d) procedures for obtaining written authorization from youth (or family members) to authorize the receipt, sharing, and use of information; (e) prevention of potential misuses of confidential information; and (f) destruction of all electronic and written records after defined time intervals.

Unit Objectives

Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I7.D.1 List and describe privacy and confidentiality rights as they relate to disability disclosure in your organizational setting

17.D.1 List and describe specific privacy and confidentiality rights apply to your state/jurisdiction

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Tools and Resources

WEB SITES

NCWD (n.d.). Assessment Guide Chapter 4: The Organizational Perspective Retreived June 16, 2005 from

Timmons, J., Podmostko, M., Bremer, C., Lavin, D., & Wills, J. (2004). Career planning begins with assessment: A guide for professionals serving youth with educational & career development challenges. Washington, D.C.: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership. [PDF] Retreived June 16, 2005 from

US Department of Labor Civil Rights Center (n.d.). WIA Section 188 Disability Checklist Retreived June 16, 2005 from

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[1] ETR Associates. (n.d.). Resource Center for Adolescent Pregnancy Prevention.(.ReCAPP ) Retrieved June 15 from:

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KNOWLEDGE OF FIELD

COMMUNICATION WITH YOUTH

ASSESSMENT AND INDIVIDUALIZED PLANNING

RELATIONSHIP TO FAMILY AND COMMUNITY

WORKFORCE PREPARATION

CAREER EXPLORATION

RELATIONSHIPS WITH EMPLOYERS & BETWEEN EMPLOYER AND EMPLOYEE

CONNECTION TO RESOURCES

PROGRAM DESIGN AND DELIVERY

ADMINISTRATIVE SKILLS

Moving Competencies for Youth Service Practitioners into Practice:

Knowledge, Skills, and Abilities Needed to Work with All Youth in Workforce Development

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