Lead Mentor Program
4 Cherokee Court, Montville, NJ 07045
T: (973) 334-9240 F:
(973)
334-0604
E:
mvtpec@aol.com
W: www.PathwaysKids.org
January 20, 2010
New Jersey State Board of Education 100
River View Plaza
Trenton, NJ 08625
Dear Members,
Enclosed is the written testimony from the Lead Mentors of Pathways for Exceptional Children. We
appreciate your time in listening to our testimony and reading our recommendations that we believe
will have a very positive effect on inclusive practices in the state of New Jersey.
Sincerely,
Lead Mentors of New Jersey:
Rusty Van Riper, Montville Township Eileen
Ceconi, Montville Township Ryan Kehr
Montville Township
Adin Vashi - Montville Township Stephanie
Jennis - Montville Township Matthew
Wolfson - Montville Township Kevin
Wolfson - Montville Township Eden
Weinflash - Montville Township Zack
Certner - Morristown
Nayna Shah Morris Plains
Allison Werner - Morris Plains
Kelsey Werner Morris Plains
Maddie Johnstone - Cranford
Nicole Ravetier - Cranford
Emily Bovasso Cranford
Aleta Nadolny - Cranford
-
-
-
-
---
Present Core Content Curriculum Standards
1) Second Grade:
Identify types of disabilities and demonstrate appropriate behavior when interacting
with people with disabilities.
2) Fourth Grade:
Determine how attitudes and assumptions toward individuals with disabilities may
negatively or positively impact them
3) Sixth Grade:
Develop ways to proactively include peers with disabilities at home, at school, and in
community activities.
4) Eiehth Grade:
Analyze to what extent various cultures have responded effectively to individuals with
disabilities.
S) Twelfth Grade:
Analyze current issues facing the disability community and make recommendations to
address those issues.
Pro osed Chan es to Core Content Curriculum Standards
1) Second Grade: Discuss different types of disabilities, causes or "why" disability may exist,
and attitudes or behaviors toward people with disabilities that may positively or
negatively impact them. Describe the role different professionals such as therapists and
special education teachers have in school facilities and how they assist individuals with
varying disabilities.
2) Fourth Grade: Identify types of disabilities and be able to demonstrate ways to proactively
include peers with all types of disabilities at home, at school, and in community
activities.
3) Sixth Grade: Identify types of assistance people with disabilities and their families may
require and differentiate the government assistance and other resources available to help
them.
4) Eiehth Grade: Analyze the history of the Americans with Disability Act and Individuals
with Disabilities Education Act, where to find information about these laws, and why
these protections exist.
S) Twelfth Grade: Analyze current issues facing the disability community and make
recommendations to address these issues
Content Area
Standard
Comprehensive Health and Physical Education
2.2 Intee:rated Skills: All students will develop and use personal and interoersonal skills to support a healthy. active lifestyle.
Strand
C. Character Development
By the
end of
e:rade
2
Content Statement
Character traits are often evident in behaviors exhibited by
individuals when interacting with others.
CPI#
2.2.2.C.1
2.2.2.C.2
4
6
8
12
Personal core ethical values impact the health of oneself and
others.
Character building is influenced by many factors both positive
and negative, such as acceptance, discrimination, bullying,
abuse, sportsmanship, support, disrespect, and violence.
Personal core ethical values impact the behavior of oneself
and
others.
Character building is influenced by many factors both positive
and negative, such as acceptance, discrimination, bullying,
abuse, sportsmanship, support, disrespect, and violence.
2.2.4.C.I
2.2.4.C.2
2.2.4.C.3
2.2.6.C.I
Explain the meaning of character and how it is reflected in the thoughts, feelings,
and actions of oneself and others.
Identify types of disabilities and demonstrate appropriate behavior when interacting
*"
with people with disabilities.
Determine how an individual's character develops over time and impacts personal
health.
Explain why core ethical values (such as respect, empathy, civic mindedness, and
good citizenship) are important in the local and world community.
Determine how attitudes and assumptions toward individuals with disabilities may ~
negativelv or positively impact them.
Explain how character and core ethical values can be useful in addressing
challenl!:inl!: situations.
2.2.6.C.2
Predict situations that may challenge an individual's core ethical values.
2.2.6.C.3
Develop ways to proactively include peers with disabilities at home, at school, and
in community activities.
Analyze strategies to enhance character development in individual, group, and
team
activities.
Analyze to what extent various cultures have responded effectively to individuals
with disabilities.
Hypothesize reasons for personal and group adherence, or lack of adherence, to
codes of conduct at home, locally, and in the worldwide community.
Working together toward common goals with individuals of
2.2.8.C.I
different abilities and from different backgrounds develops
and reinforces core ethical values.
2.2.8.C.2
Rules, regulations, and policies regarding behavior provide a
common framework that supports a safe, welcoming
environment.
Individual and/or group pressure to be successful in
competitive activities can result in a positive or negative
impact.
Core ethical values impact behaviors that influence the health
and safety of people everywhere.
Cumulative Progress Indicator (CPI)
2.2.8.C.3
2.2.l2.C.I
Analyze the impact of competition on personal character development.
2.2.12.C.2
Judge how individual or group adherence, or lack of adherence, to core ethical
values hnpacts the local, state, national, and worldwide community.
Analyze current issues facing the disability community and make recommendations
to address those issues.
2.2.12.C.3
*
*
'*
State Board of Education
20 January 2010
Pathways for Exceptional Children
RE: Written Testimony
Pathways for Exceptional Children started a Lead Mentor Program six years ago. This
program is designed for students in sixth grade or above who have shown exemplary
qualities of leadership and service toward advocating for the inclusion of children with
special needs in our schools and communities. Today we have come to the State Board
of Education (SBOE) to express our concerns about the alarming out-ofdistrict rate in
New Jersey, which has consistently remained the highest in the nation at 10%, as well as
the lack of authentic inclusion of children with special needs we are presently
experiencing in our public schools. We would like to implore the state of New Jersey not
to just continue to "manage" the problem of inclusion, but rather to turn the tide and
become known as the leaders of "authentic" inclusion in the United States. We do
acknowledge that State Board of Education has made changes to the Core Content
Curriculum Standards (CCCS) to improve the acceptance and awareness of disability
and we are sincerely appreciative. However, we would like to work collaboratively with
you to alter some of these CCCS items as follows:
a) Second Grade: The current CCCS does not coincide well with the developmental
process. In second grade, students should be starting to discuss, in very broad,
simple terms, the different types of disabilities, analyze why disabilities exist, and
examine some of the underlying attitudes or behaviors associated with disabilities.
We have found that at the second grade and earlier levels, children are just
starting to realize there are differences and frequently ask: "what is disability; what
causes it; and how do we react or respond to it?" They also wonder why they or
their friends are being pulled out of classes, and what an occupational, physical,
or speech therapist is. Encouraging this type of open, honest discussion about
disability will help students feel more comfortable and alleviate much of the stigma
associated with it.
b) Fourth Grade: By this grade level, students are capable of identifying and
understanding many types of disabilities and are acutely more aware of
differences that may exist. In our experience, students in third and fourth grades,
upon receiving training, are not only capable, but also actually eager to get
involved in demonstrating ways to proactively include their peers with special
needs in their home, school, and community activities. The sooner children are
taught to include, the sooner a lifestyle of inclusion can be instilled.
c) Sixth grade: Students in sixth grade should be able to identify types of assistance
people with disabilities and their families may require, and to differentiate some of
the more important government agencies and resources available to help them.
This awareness about these resources is critical for students with disabilities, for
siblings who may become caregivers as their parents grow older, and for
students who may ultimately become parents of
children with disabilities. Most of our parents grew up in a generation where
disability was not discussed or acknowledged. As a result, they did not know
where to turn and became lost in a system advocating for their children with
special needs that consumed much of their lives. We do not want this repeated
in our generation. People need to know where and how to get help. We as future
professionals also must be taught to be more sensitive and supportive in our
approach to people with disabilities and their families.
d) Eighth Grade: In this grade, students will analyze the history of the Americans with
Disabilities Act and Individuals with Disabilities Education Act. The disability
community is the only minority group that requires a specific law (IDEA) to protect
their right to an education. The disability community also experiences twice the
rate of unemployment, three times the level of poverty, and are half as likely to
participate in post-secondary opportunities when compared to their non-disabled
peers. New Jersey state indicators in 2007 showed graduation rates for special
education at 78%, but in the 11th grade demonstrated only 44% average
proficiency or higher in language arts and literacy and only 32.5% for math. It is
clear we are passing these children through the system. Students must be made
aware of these inequities, why the laws exist, and be encouraged to continue to
pursue better answers in future generations. Children with disabilities also must
be made more aware at younger ages of these laws and their rights in order to
become more equipped to self-advocate.
e) We believe that Health and Physical Education is not an appropriate area of study
to place disability-related curriculum. Health and physical edutation teachers are
not typically trained on the topic, and are therefore inadequate at properly
teaching the subject material. Adaptive physical education (PE) is now also being
applied to a greater extent in schools. Consequently, many students with
disabilities are being segregated out of the general classes into adaptive PE. How
can inclusion be taught when students with disabilities are frequently being taken
out or removed from their peers? Instead, Social Studies classes should integrate
this curriculum as part of their instructional time because it more appropriately fits
within the confines of human and civil rights, areas of government service, and the
history of the evolution of a minority group.
f) Finally, since we, as students, will be the recipients of many decisions, policies,
and laws being made, we would ask that the SBOE encourage the Office of
Special Education Programs (OSEP) to:
~ Allow student representatives, both with and without disabilities, who have
demonstrated leadership in the practice of inclusion and area of disability
advocacy to be appointed as student members and advisors to the State
Special Education Advisory Council.
~ The Lead Mentors of Pathways recognized the "Dare to Dream"
program created by the Office of Special Education Programs in
November 2009. Even though the program is outstanding, it still
remains segregated and allows only students with special needs to
-
participate. We believe it should be integrated and that the program
should become an example of inclusion where leaders from special
and general education can come together to collaborate and advocate for
full access to services and authentic inclusion in our schools and
communities.
~ The State Board of Education should establish "Best Practice" awards and
conferences for schools and students to bring them together to share
ideas and motivate inclusive practices.
~ Dedicate a member on the State Board of Education to specifically liaison
with the Department of Education and dealing with the issues in Special
Education. This member should be committed to improving educational
and employment outcomes and promoting authentic inclusive practices.
The Department of Education can no longer dismiss the importance of training all
students about disability and their willingness to be involved in the process of inclusion.
As children of the current educational system, we see first hand the importance of the
changes listed above, and are fully aware of the tremendous impact they will have on
the student body at large. We thank the SBOE for listening to our testimony and trust
that our visit here today will have an impact that will bring New Jersey from being
known as one of the worst states in the nation for its failure to include students with
disabilities, to one whose students, educators, and parents have worked collaboratively
to lead the nation as examples of best practices that include all students!!!
'er,'Lead
Township
Mentor
-
Montville
Step'hanie Jennis, Lead Mentor - Montville Township
~dpreSident - Pathways for Exceptional Children
The Lead Mentors -Speakers to State Board of Education
January 20, 2010
Pathways for Exceptional Children
s
The Monthly Publication from Pathways for Exceptional Children
January 2010
Include ME!
1\ 1\
Program, consisting of a group
of students ages 12 and above, \
has advocated long and hard
to create a society that accepts,
understands, and supports children with disabilities in a way
that benefits and collaboratively
~
,
~
tC!'~ ..;" .................................................... ,~ ~~
community. Uke every struggle
towards a social change to this
"
.
elevates everyone within the
graduating
1:
~. ..
OVERTHE
PASTMentor
SIX YEARS,
the
Pathways Lead
To alleviate these problems, the
.~'
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degree, there have been many bumps
in the road -from pessimism to skeptidsm.
~
.
~
Lead Mentors propose more
accessible trainings that would
better establish opportunities
for students in all public schools
to understand more about dis
abilities. This also will help pave
the way for future generations.
If children have been mentors
or involved with disability for
10
years
prior
to
from high school, how much
-
better prepared will they be as future
educators, legislators, employers, and/or parents?
Through our experiences, it has become apparent ~eam to ~gnize and w~rk ~ith so~al ~isabilities On January 20, 2010, the Lead Mentors will be
that many adult leaders, such as legislators and m .or~er to mdude ~he child with .a~lsm. ~en a traveling to Trenton, NJ to speak with the New state boards
of education do not understand th t child m a wheelchair uses an asslstive device to Jersey State Board of Education about the dire
it is not enough to vote i~ regulation and polid~ speak, who trains the g~nera~ education ~dent to need to do more than regulate indusion, and how
related to the indusion of students with disabilities develop a comfort level m usmg these devIces? to begin to truly make it happen in more tangible
without a clear action plan, accountability, and ~ost importantly, when ~ost ~ildren wi~ disabili- and effective ways. We are asking for your support,
resources dedicated to ensuring that school districts ~~ are ~ked to define ~nduslon, th.ey will tell ~u either through letters, emails, or even coming
to
will effectively implement them. General education it IS not JUst abo.ut lea~mg .or teachmg; they will the mE!eting to support us. We are taking a bus,
students are often looked at as "bullies" or as a
say they want friends, JUst like everyone else.
so if you would like to ride with us, you are more
disinterested party whenever the topic of indusion Another example of these types of obstades
than welcome. The Lead Mentors have adopted a
is approached. It is most important to change this occurred recently. A Lead Mentor on our team this new saying that is direct and simple -"Include
mentality and realize just how willing general
year tried to start a Lunch Buddy program at his
ME" - something everyone needs to feel. We will
education students are to help. Unfortunately, this school- a program he designed in hopes of wear the words "Include ME" on tee shirts when
student population is seldom given training or
increasing sodalization with children with disabili- we travel to Trenton to speak, and we are plan
opportunities to leam how to appropriately interties during their lunch and recess period. Quite
a statewide
walk in May
2010 toinpromote
Inning
summary,
the obstades
to indusion
education
act with students having disabilities. For example, shockingly, school administrators turned down his making
inclusion
of all students
our schools
can
be overwhelming
and in
frustrating,
butalmost
we areall
emphasis is placed on training certified request. However, when another Lead Mentor in a and communitiesconfident
a reality.they are not impossible. The dire need of
teachers and aides to indude children with disabil- different school district - seeing the failures of
children with disabilities to be included can no
ities, when the training of the other 20-25 students this attempt - decided to start a Lunch Buddy
longer be ignored. To not make it a priority is a
in the dassroom is completely forgotten or ignored program without seeking permission from admin
disservice to everyone. If you would like to work
as critical to the process. Many times, children are istration, it was immensely successful!The point is
with the Lead Mentors as a part of the team
"Include ME" to collaboratively promote inclusion,
fearful to approach a child with disabilities who dear - students who are appropriately trained
contact us at mvtpec@aol.com.
exhibits different types of behaviors such as repeti- can take the initiative to start groups such as these
" tively flapping their arms. They may attempt to through the help of other trained students. The
-- Rusty Van Riper, Lead Mentor, Pathways
play with a child with autism, but when they end result works toward promoting a more natural
j
i receive no ey~ contact or int~raction, misi~terpret process. of inclusion that becomes intertwined with
~ these mannensms as lack of mterest, causmg them the entire culture of the school. Indusion does not
1 to give up and walk away. How can these children need permission to happen, it should just be.
-
Lead Mentors give OSEP
"KIC Start" Award!
One of the first times Pathways Lead Mentors were invited to
speak at the State Special Education Advisory Committee, they
met some young adults with special needs who had participated
in the Dare to Dream Conference sponsored and run by the
Office of Special Education Programs (OSEP) for the New Jersey
Department of Education. They never forgot it, and since that
time have continued to watch it grow and excel, largely under the
direction of Mr. Robert Haugh. The Dare to Dream program has
progressively grown each year and is statewide. The conferences
draw many high school students from all over to present about
leadership and aspire to excellence. The Lead Mentors have
recognized OSEP by giving them the Kids Inspire Change or"KlC
Start" Award for 2009-2010. The Lead Mentors were very excited From left: Melinda Jennis, Pathwa,'S President; Stephanie Jennis, Rusty Van Riper,
to present this award to Mr. Robert Haugh and Dr. Roberta
Nayna Shah, Pathways Lead Menton; Roberta Wohle, Director, OSEP; and Robert
Wohle and look forward to continuing to work with OSEP to build Haugh, Dare to Dream; at Pathways' Dream It Forward Conference
indusive leadership programs.
Bernards Township Dreams It Forward!
Above: Third grad en
parlidpate in a grossmotor sldlls challenge;
Center: Melinda Jennis
teaching Pathways
Mentor Training
wolkshop; Right, Ellen
Ox/ld, Pathways W, and
Monique McHenIY,
Bernards PEC
Co-President
A shining example of parent and district collaboration
can be found in Bernards Township, New Jersey.
This group of parents began as a support group and
expanded their outreach, becoming a 501(c)(3) in
July 2006. Pathways has worked with Bernards PEC
to train
mentors for both their
schools and recreation
programs. This organiza
tion has many devoted
parents who have worked
on fund raising endeavors
that this past year were
used to help their school
district purchase a van to
transport children with
special needs to life skills
and employment related
programs. In addition
Bernards PEC, under the
leadership of co-presidents Monique McHenry and
Lisa McNey, made it a goal to have every
Reaeation Programs: Upcoming programs are posted on our
third grade student in their school district go
through Pathways' mentor sensitivity training.
From October 2009 through January 2010,
Pathways came and conducted training sessions
for all third grade dassrooms at Mount Prospect
Elementary, Cedar Hill
Elementary, and Oak
Street Elementary. They
have two more elementary schools to go, for a total of
over 465 students. The administration at the middle
school is also considering the possibility of training 425
sixth grade students. The Bernards PEC has funded all
the trainings and provided volunteers to help run them. All
of this could not have happened without the collaborative
efforts of parents and school administrators working
together in the BemardsTownship Public School System.
This month, Pathways has chosen to ~.. .
t'::' ""W"
II highlight the parents of Bernards
~.
.
. PEC for the Dream it Forward ~
Challenge and their dedication to the indusion of all chil- '.
dren in their community and schools!!!! We will keep you'.
posted as they strive to reach their goals for providing quality
meaningful training to educate children about disability!!
~
website at the beginning of each month. You can visit
www.PathwaysKids.org and dick on "Children's Programs," or the
Recreation Department's website: www.montvillenj.org.Click on
Municipal Services, then Parks & Recreation, then Forms & Flyers.
Redefining the futLJlre for people with disabilities.
@ 2010 Pathways for Exceptional Children
For the latest news and information about Pathways for Exceptional C~i/dr~
II
,visit~
\
~
.
MENTOR NEWS
TEAM SPORTS & RECREATION I LITERACY & EMPLOYMENT PROGRAMS I EDUCATION I LEADERSHIP I FRIENDSHIP
.If A warm welcome to 20 new mentors who took the training this month
.
lebruarv 2010
- just in time f(lr some new after-school programs!
Please sign up in advance for all programs and dates you plan to attend: email mentor4pathways@yahoo.com or call 973-856-9587. . You
know how much our kids really count on you, so if you have signed up and can't come, or have any questions, please contact us. . Thank you
for remembering to check in with the program coordinator at all activities in order to receive community service credit for your hours!
NEW! Reading & OrganiZaUonal
. Sign up to mentor at
·
·
"To'
~'~ Help 5th graders work on reading/writing strategies
~- and study/preparation skills to transition into 6th
programs using:
Emall:
grade. Activities will indude learning to highlight, take
notes, and prepare presentations, etc. (12 mentors)
. Tuesdays & Thursdays - January 2S, February 2, 4, 9, 11, lS, 23, 25,
March 2, 4, 9 & 11; 4:00-5:00pm; Lazar Middle School School, Room
51, 123 Changebridge Rd, Montville
mentor4pathways@
yahoo. com
Phone (&
hotline):
973-856-9587
NEW! Social Games and AcUvities Mentors will
playa key role helping children ages 3-7 learn sodal
and language skills through partidpation in board
games, small group activities, drde and playground
games. (S mentors)
· Thursdays - February 11, lS, 25, March 4 & 11; 5:00 - 6:00pm Montville
Township Public Library Pio Costa auditorium, 90 Horseneck Rd.,
Montville
. Program times and
locations are subject to
change. We will notify you
of updates. Also check our
website,
www.PathwaysKids.org or
call our hotline.
. The permission form is
available on our website.
If you have not
completed one for this
school year and want to
partidpate in a program,
please send it in.
.
iC!
".
Bowling Team
Mentor kids ages 3 and up as they work on improving
their bowling game and sodalization skills. Bring $6 if
you would like to bowl on the team. (15 mentors)
· Wednesdays February 10,17,24, March 3,10,17,24 &
April 7; 4:30-5:30pm; Boonton Lanes, 720 Myrtle Ave, Boonton
,
''-~'
\" ~ > ,'". .,~ . .
"''''''''
'. "
...
-
Magic of Reading and WrlUng
Be a reading and writing buddy for kids ages 5-10 in
this innovative and fun after school program. Flexible
schedule
- sign up once, then come whenever you can.
Remember to sign in at every class to get credit for
your hours! (20 mentors)
· Tuesdays & Thursdays - continuing from last session: February 2, 4, 9, 11,
lS, 23, 25, March 2, 4, 9, 11, 16, lS,23, 25 & AprilS; Two time slots:
3:30-4:15pm and 4:15-5:00pm. Montville Township Public Library Pio
Costa auditorium, 90 Horseneck Rd., Montville
" --.
-.
Skills to Prepare for 6th Grade
remember always looking in this
mentor newspaper, many years
ago, at the little artides every lead
mentor wrote. Each one talked
about how they got started mentoting for Pathways or how they had
so much fun, and I knew already
that I wanted to be a lead mentor
some day. From that point on, I
always thought about what I would
write if I were to write this short
artide, and now, here I am. I
thought about writing why I liked
mentoting, or what got me started,
but what I really wanted to tell the
newsletter readers is truly how enjoyable it is to work with these kids.
I mentor not because I think "it
looks good for college" or I want to
"get the hours," but because I love
it. And, it just so happens, that
when I have fun, I am helping
others, because they're also having
fun. Now, who wouldn't love to do
that? I can honestly say that
Pathways has changed my life.
Wrthout it, I
don't know what I would do. Mentoting is not only fun for me, but it
is fun for the kids I mentor as well.
So, I am just hoping that one child
is looking at this artide and thinking the same thing I thought when
I was in fourth grade. And I hope
they are inspired to continue with
Pathways.
- Eden Weinflash, Lead Mentor
I
The Mentor Program - "Children Teaching Children" Pathways believes
that the children of today will be the leaders and advocates for greater acceptance of diversity in future
generations. We begin training mentors at the age of 8 to work with children with disabilities. We offer a
continuum of training, career, and leadership programs, giving mentors opportunities to grow with
Pathways through adulthood. We have found that, by creatively blending our programs and raising our
expectations up the steps of the pyramid, the strengths of all children can be promoted. It's a "win-win"
proposition where communities everywhere can get involved.
ii
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for Exceptional Children
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Ages 8+
, Pathways has designed a formal, two-hour
.;1 workshop that teaches children to understand
and work with children having a broad array of disabilities. The
Mentor Training opens doors, answers questions, and alleviates
the unknowns often associated with disability. It takes the stigma
out of the word "disability" and teaches children how to creatively
level the playing field so everyone can partidpate and contribute.
I ,,~ Statewide Outreadl and
rI"'.
Children can apply to our Lead Mentor Program at age 11 and
begin formal training in developing leadership skills, designing
innovative programs, creating strategic marketing and business
plans, public speaking, grant writing, fundraising, and much more.
Each year, the Lead Mentors select team projects that provide
hands-on experience advocating for sodal reform as it relates to
the disability population. This program is designed to provide a
foundation of skills that can be applied to any realm of public
service or leadership they may dedde to pursue in adulthood.
.
'0
Consultative Services
I '. ~".. .J Blending the Pyramid
Family or individual/professional membership is open to
everyone. Our small membership fee and any contributions
On-kind, volunteer, or finandal) help support programs and
services we provide to children, families, and communities
throughout New Jersey. Members receive our monthly newsletter and discounts on conferences and workshops. The
membership form can be downloaded from our website.
'~~\
Employment
Redefining disability
Additional Information
Pathways for Exceptional Children, 4 Cherokee a., Montville, NJ 07045
Email: mvtpec@aol.comIPhone: 973-334-9240
Mentors reaching employment age can apply for administrative
internships, camp counselor and job coach positions available
within Pathways.These employment opportunities encourage mentors to explore professions assodated with the field of disability,
and are also an investment in creating future employers who will
establish a more accepting workforce for the next generation.
Pathways is a 501(c)(3) organization. Tax ID: 05-0547509 Pathways is a
registered Professional Development Provider with the New Jersey
Department of Education.
Visit our website at www.PathwaysKids.org
~
>:.
Pathways has made it a priority to collaborate with schools and
communities to help build quality indusive programs. We provide
guidance, consulting services, conferences, and formal training
courses to teach parent leaders, school administrators, recreation
directors, and related professionals how to set up programs that
model Pathways. We also provide Parent Action Center (PAC)
trainings to educate parents on how to navigate the maze of disability systems and promote a more successful outcome for their
Membership to Pathways
children throughout the Individual Education Plan OEP) process.
Project WIn-WIn
"~"
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Learning
Through Life
Every child should have the
opportunity to fulfill his or her
dreams. Yet, sadly, people
with disabilities are only half
are as likely as people without
disabilities to achieve a
bachelor's degree
or higher in postsecondary education or find employment, and
three times more likely to live in poverty.*That is why
Pathways for Exceptional Children prepares children with
special needs for the real world, and at the same time,
prepares the real world for children with special needs. 'Comell
RRTC, 2006 Disability Status Reports for the United States
Pathways' Mission Statement
To teach communities to embrace children with disabilities and to
collaboratively find answers that will benefit not only children with
special needs, but all children, in their quest to become actively
involved, self-suffident, and contributing members of sodety.
Goals
1. Empower parents and caregivers of children with spedal
needs to become collaborative leaders who will inspire change
and promote positive outcomes not only in their schools and
communities but throughout the state.
2. Create flexible, innovative, and collaborative approaches to
indusion that give children with spedal needs a sense of belonging
and strong foundation of community.
3. Develop publidprivate partnerships dedicated to building programs
and supports that begin to prepare children with spedal needs at
very early ages and continuously progress them toward the goal
of being self-suffident and employed by age 21.
4. Provide mentor trainings, programs, and opportunities for children
that will lead them ultimately to be understanding and responsible
adults who will advocate, educate, and/or employ people with
disabilities.
5. Develop an infrastructure and expertise that permit communities to
network and leverage resources and provide quality affordable
programs and services for children with disabilities and their
mentors.
_
The Pyramid to Success
P.ot1~HI(l:'
: ':.'~ Excep'tiu~;.! (~iI(k~,
II A Continuum of Programs for Children with Special Needs
I~" ."-~ ~thways has .dev:loped an array of prog~ams that .not onl~ incorporate essential skills but ~Iso can be
Implemented In either school or commumty recreation settings. Gasses meet three-to-five times per
~
.
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week
.
.
....... ..: ............'. I ously
. ...
i
to provide early intervention and consistent reinforcement Our programs are designed to continu
progress children toward the goal of being self-suffident and employed by age 21. The continuum
.. .. . . . of programs shown below helps a child take the necessary steps toward building a pyramid to success.
_.
Sodal Skills: ages 3+
Athletics, community-based recreational
programs, and field trips each playa key
- role in a child's development They teach
children to follow rules, take turns, win and
lose, develop disdpline, work as a team,
explore their community and achieve a sense of camaraderie and
belonging. Children with disabilities rarely have access to the
same after-school or recreation programs offered to other
children. Because of this, Pathways collaborates with recreation
departments and schools by providing consultative services to
help create successful programs for children with disabilities ages
3-21 that run continuously throughout the year.
~-
I
.
~ ,t.;,' - _ '.'
Children with spedal needs require experiential-based learning that integrates academics
into real life situations to promote greater
independence, confidence, and self-suffidency. In our Learning
Through Ufe program, children enjoy learning practical skills
such as math through cooking, and differentiating money by
using coins as chips for Bingo. They are motivated to read and
write while making shopping lists, creating talking books on
computers, planning a trip on the internet, writing newspaper
articles, or public speaking. Gasses run in a series of six-week
sessions that include field trips into the community.
:', -, t'
. ':"'. \' .
f" ,"
"
t~
... ,~-~~~
. -~ uleracy
~KlIIS:with
ages
4+
,:S""}~
Many .chi~dren
disabilities,.regar~less
c4
~'-~ of their diagnoses, encounter difficulties with reading
that can prove devastating. The Magic of Reading and Magic of
Writing programs are for children ages 4-10 who have either
been classified with reading disabilities or identified as high risk
for reading difficulties. These coordinated literacy programs meet
twice a week for 45-minute classes in six-week sessions, and
offer a "Summer Magic" literacy camp, as well. The goal is to
provide the extra help needed to maximize reading,
comprehension, and writing skills toward more functional
performance in a fun-filled and sodal environment.
This program integrates 21st century employment skills with early intervention in order to
better prepare children with disabilities for a
competitive workforce. Project Win-Win provides more specialized
and intensive training in job readiness, technology, customer
service, and business skills for young adults with spedal needs
ages 12 and above. These young adults partner with mentors
ages 16 and above who are trained and hired as job coaches.
They work together as teams throughout the year under the
direction of a class instructor and business professionals, and are
given actual work experiences in various career fields they have
chosen that build employment skills from an early age.
@ 2009 Pathways for Exceptional Children