Robert Figueroa

'I'm Able To Work' Project - Private Web

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Last update: Monday February 10, 2003

Monday, 1/27/03 meeting (10 am - 12 pm):

Met with Paul, Claudia and Nancy:

By Feb 10, design curriculum for current participants for next 6 months (who will do what and by when). Claudia and Nancy will design individual specific curricula; Robert and Chandler will providing recommendations on software & video segments and liaison to FGCU best practices. All training should include whatever effective props, videos, software, and simulation exercises that are appropriate and available.

	Robert will work with Nancy on developing simple video content to serve as the basis of demonstrative instruction and role playing exercises (e.g., courtesy and manners). Nancy will develop scripts, Robert will review scripts and tape and edit videos.
	Emphasize familiarity with tasks first, then move towards mastery (recognizing that degree of mastery of different tasks may vary significantly between individuals)

Main Components:

Personal appearance as appropriate to a job.

Manners: please, thank you, excuse me, holding doors, waiting ones turn.

Continued work on self - including appropriate segments on self-worth.

Ethics: e.g., telling the truth, theft

Work place safety including walking in parking lots, crossing streets, interactions with strangers, water on floor, etc.

Transportation options including using the public CAT bus system

What do workers do - work site visits - Publix, park enclaves, software. Mock bagging, silverware rolling, etc..

Money recognition

Time recognition

Time sheet entries: name, start time, end time.

	Numbers 1-4 above are "subjective" skills that should be addressed first (and continuously reinforced throughout the program)
	Robert discussed ongoing evaluation of efforts in analogous ADT and transition programs: what systems, strategies, and media they use
	Paul pointed out uniqueness of Sunrise of Collier's population (compared to other ADTs, e.g., Sunrise in Lakeland) in terms of higher incidence and degree of cognitive disability versus physical disability (e.g., cerebral palsy and similar physical disabilities predominate at Sunrise of Lakeland, with less cognitive issues) ; raises issue of applicability of strategies and methods used in these other programs

Tuesday, 12/10/02 meeting (10 am - 12 pm):

Met with Paul, Claudia and Nancy , brought Nancy up to speed on project

Add Nancy's contact info (Nancy Fueyo, naefue@aolcom, 239-890-8045-pgr) to contacts list, website, org chart, etc. Also add Best Buddies reference

Paul to come up with working title for instruction program that is friendly and fun for consumers; also vision and mission statements for the program

Agreed that the program should be uniquely recognized by the consumers, in terms of place ("learning lab"?) and time ("lessons"?); i.e., there should be uniqueness of purpose, specific and clear expectations of conduct, behavior, and goals for the program that the consumers themselves understand

Communications, publicity goals/targets (e.g., website):

	means to bring people in to present, such as an employer, or a worker in a certain field;
	means to involve families (give them insight, get them excited about the program)

Documentation: should be consistent, meet Sunrise's requirements; can also have our own documentation and data "outside" or apart from the client files provided they preserve confidentiality (e.g., no names).

Equipment issues/ list

	one button mouse: will re-program existing two button mice (non-wheel type)
	Paul, Robert and Chandler examining viability of add on touch screen (http://blvd.enablemart.com/blvd/products_detail.asp?id=329)
	video: considered low cost DVD player (additional to vcr): will postpone for time being; will use computer based video (cd-rom) to start.
	need to acquire self appearance / presentation / grooming stuff to equip learning area (Paul and Nancy will handle)

Working out schedule, lesson plans for participants

	Paul divided program learning objectives into two major areas of ability/functionality :1) matters of the self, which I might term "subjective", i.e., self awareness, realization, presentation, and social skills; and 2) matters outside the self, which I term "objective", i.e., functionality/productivity involving recognizing, understanding and manipulating objects, including symbols and representations (e.g., telling time, counting money, cleaning, assembling, transporting objects)
	Agreed that we will start with "subjective" focus, such as discussions, games, other interactions regarding physical self, self identity, emotional/mental sense of self. Subjective or social component will remain part of ongoing program, but will be exclusive focus in beginning (4-8 weeks?), because certain level is prerequisite to learning and improving "objective" skills
	Discussed role of praise and recognition, progress notes; homework;
	Issue of individualization versus consistency and similarity of training objectives for the consumers: CALI-FGCU team's role will be to develop consistent but adequately flexible program that Sunrise can individualize

Room setup issues

	Need to inventory equipment and relocate/remove some equipment (Claudia wants some systems for other areas)
	Will set up self-appearance station near door with full length mirror, grooming aids (combs, brushes, etc; each person must have own)

Go over website

postponed

Points/Observations

What are prevocational skills?

Personal hygiene, appearance

Time telling

reading clock

calendar time: days of week, months of the year

time relationships; e.g., elapsed time versus absolute time (very challenging)

Money skills

Recognition

Add amounts; make change

Behavior, courtesy and etiquette (all contexts, including working situations)

Safety in all contexts (work, transportation, home, etc.)

Self-understanding, and ability to personally describe and present oneself, in terms of abilities and limitations

Ability to understand and verbalize skills and limitations (what job do you want to do? What job is right for you?

Self awareness, self-confidence

Ability to print name, understand and complete forms (e.g., application)

Other

	All candidates and participants are protected by rules of confidentiality. Full names cannot appear in non-ADT reports or paperwork. Currently arranging permission to use photographs/video in program documentation.
	Background information, including condition/affliction/causation, is scanty. Some previous assessments and evaluations are available, but not a lot.
	Most of the students suffer from the low expectations of others: need to be challenged to perform at their limit, not to others’ expectations.
	Parent/family embarrassment, over-protection are issues.
	Individual goals: maturity, self-realization, empowerment through improved life skills and pre-employment skills.
	Institutional/program goals: group higher functioning individuals together, to promote individual development, healthy competition, synergistic learning.
	Computer instruction in this context only appropriate when level of abstraction is low/limited and content is highly human-centered and relevant to these particular students.
	Content should not be "child like" for these adults, even if they like it; content meant for children is generally not appropriate.

Procedural Points for Initial Plan of Instruction

	Will start with 2 sessions per week per student, ½ hour duration each
	3 people per session
	Need to plan out first sessions, need to map out first month (4 weeks), then next 3 months within that timeframe
	Sunrise instructor pending (candidate may be on board as Early as 12-9)
	Need to introduce mirror/camera for self-referencing
	Should incorporate video from beginning, to better document progress
	Need to address mouse usability (e.g., comfortable, large 1-button mouse)
	Need to explore alternative input options

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