1.

Introduction to the insight

a. Explain the Indiana Special Education Rules
b. The gap I see
i. In Rule 36, I saw a possible gap in the curriculum. In
section 1 of this rule it focuses on the relationship of the
parents with other parents. The public agency has created
a parent advisory council. (Indiana State Board of
Education 37) One of the key concepts in my research is
the relationship and community building between disabled
and abled students. A program could include the advisory
council of both disabled and abled students that would
create events and activities to encourage community
building and dispelling of the stereotype of a disabled
individual.
ii.
2. Thesis
a. Indiana Public High Schools need to create a Youth Advisory
Council that is diversified and aimed at the higher goal of
providing student insight into problems within the school.
Another part to this council is the relationships built therefore
they will meet outside of school to participate in a program
focused on life skills. The Youth Advisory Council will empower
teenagers to be the game changers.
3. Problems:
a. In schools disabled children are treated as incapable instead,
Inclusion refers to the full participation of students with
disabilities in all aspects of school life. Inclusion means the
school provides the tailored supports to enable each student with
a disability to engage and learn as much as possible
b.
4. Layout of Council
a. Why necessary?
i. The reasons why organizations should have this council is
that the youth today are our leaders tomorrow. This
provides the youth with skills such as confidence,
teamwork, conflict resolution, and public speaking;
allowing them to be leaders in action. (GenerationOn 10-
11)
ii. In the beginning it mentions the difficulty to teach values
to teenagers in a school setting as they will immediately
reject the idea. (Howe 124)
b. Who will be in it?
i. Another issue this toolkit addresses is who will make up
this group, and in the reading it mentioned to make sure to
have people with diverse knowledge and experience.
(GenerationOn 20)
 c. When will they meet
5. Program Created
a. Important things for an overall program:
i. A key thing to creating a program in society is that it grows
with societal needs, this is a key part that has to be
implemented to create a successful program. (Hashway
115)
ii. the way that each activity, outcome, task, and individual
had a specific purpose. (Hashway 116)
iii. With this program you need organization around it
specifically roles that each person will play to improve and
facilitate the program. This could be seen as a negative as
it is more of a cost. (Hashway 114)
b. Material
i. Mix of auditory events, visual events, and activities to
allow all students to learn to their best abilities and not get
bored. (Hashway 110)
ii. Character Development
1. In this chapter Victoria Costello talks much about the
mindset and environment in which the disabled
individuals grow up with. The mindset that having a
disability doesnt make them any less, but empower
them to feel comfortable with who they are and in a
sense instilling this idea of vulnerability. (Olson 69)
c. Environment
i. Component of Competition
1. Then, Howe continues into the idea that an athletes
character and values were taught through the sports
he/she played. Howe quotes Donald MacArthur, it
teaches them to be strong enough to know they are
weak, and brace enough to face themselves when
they are afraid. (Howe 125) This quote shows the
significance of character being taught through an
indirect way. It is through the ability to experience
adversity and triumph that character is built, and
then the way one portrays him/herself is the way it is
spread.
ii. Empowerment
1. The environment that should be created is one in
which it allows everyone to function at the same
level and be who they are. In her talking about
environment she says, the environment determines
disability, not the person (Olson 67)
iii. Group Targeted
d. Specific Outcomes
 i. Rule 35 in the Special Education Rules is helpful in
understanding what are performance indicators. It helps
provide what the state would want from the program to
understand the outcomes from it. (Indiana State Board of
Education 36)
e. Counterarguments
i. GenerationOn (source)
1. Trusting youth to lead project
2. Capability of youth to improve projects
3. Interest from youth
a. Disinterest if they have to do with other board
information that is not pertaining to them
(https://soundout.org/ladder-of-student-
involvement/)
i. Fix this issue by facilitating self-applying
skills that are meaningful to the
individuals (d
b.
ii. Cost
1. Object Part B Funds available for special needs
programs (Indiana State Board of Education 32)
2. Students not involved in higher up decisions like
budget allocation therefore funding is a difficulty
(https://www.kidsmatter.edu.au/sites/default/files/pub
lic/Student%20voice.pdf 2)
iii. Intiative
1. Difficult to start a program that begins perfectly,
therefore will need to have slow steps that introduce
the program to the school each year
(https://www.kidsmatter.edu.au/sites/default/files/pub
lic/Student%20voice.pdf 2)
2.

Who are you talking to and what do you want them to do after this
argument?
Are you developoing a model that is for other people to take on?
Who is it that cares?
Schools? Or other non-profits showing a structure that viable?
Explain the peer to peer advisory board
Argumentative claims as to why this would work?

Outline:
Explain curriculum and the gap I see which will lead into the thesis and then
from the thesis explain what the peer advisory council would look
like/strutcutre, then argumentative points in between to why it is beneficial,
and then counters to the cost, time, environment