1 / 21

Cultural Competent Self-Determination: Promoting ALL Students’ Involvement in the IEP Transition Process

Cultural Competent Self-Determination: Promoting ALL Students’ Involvement in the IEP Transition Process. 2008 New Mexico Summer Institute Juan Portley University of Oklahoma. Traditional View. Self-determination experiences in school comprise largely of solitary opportunities.

sherine
Download Presentation

Cultural Competent Self-Determination: Promoting ALL Students’ Involvement in the IEP Transition Process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Cultural Competent Self-Determination: Promoting ALL Students’ Involvement in the IEP Transition Process 2008 New Mexico Summer Institute Juan Portley University of Oklahoma

  2. Traditional View • Self-determination experiences in school comprise largely of solitary opportunities. • IEP meetings/Planning process • Student-led IEPs • Teach several lessons on how to lead IEPs • Does this model fit everyone? • How do you change it to fit your students?

  3. Purpose for Student Involvement? • Students exercising their rights for self-determination as young adults. • Critical Questions: • How does your school reflect or provide opportunities for self-determination?

  4. Critical Questions to Consider • Do conventional self-determination components fit for students and families from diverse backgrounds? • What are the differences you see in your school? • How do you assess these differences? • What factors are considered in making this delineation?

  5. Planning Components • Where we are now and where we need to go? • Assessments, Assessments, and Assessments… • Not one time shots • On-going and across many settings • Vocational Interest • Self-Determination • Adaptive Behavior

  6. How Does Traditional Fit in Your School? • IDEA states schools must prepare students for postsecondary setting? • How is this achieved in your school? • How is difference viewed? • Does that view of difference change your practices from students and families of different backgrounds?

  7. School or Program Vision? • Does your vision drive your practice? • What priority does student participation receive in your school? • What expectations does your school or staff have for students with disabilities from different backgrounds?

  8. Multicultural Consideration • Home/Community Setting • Socio-economic Status • Ethnicity • Language • Social Structure

  9. Home or Community • Family considerations • Postsecondary expectations • Modes of communication • Family structure • Family resources • Language differences • How does your staff address these with regards to self-determination or IEP participation?

  10. Ethnicity • How might this effect expectations of the family and/or school staff? • How does your staff find out these expectations • How does this change the IEP process? • Do students have to lead the IEP to attain meaningful involvement?

  11. Traditional Modes of Communication • Calls, letters sent home, parent night, and emails • More Effective ways to communicate: • Community Involvement • Familiarize yourself with family away from school • Engage in community activities • Informal talks away from the classroom

  12. Understand Community History • Assess for educational history • Many minority families have unique histories with the educational process. • Gain an understanding for their social perspective on how education is viewed. • The drive for research based answers has replaced creative thinking to resolve complex issues.

  13. Difficult Discussions • What works is not always decided upon consensus. • Does your staff hold discussions regarding perceptions, methods, and interpretations of the impact of culture on student learning? • Understanding students’ culture exists as the most important prerequisite for choosing effective instruction. • Where is the time for planning?

  14. Parental Expectations • Minority parents want their children to be successful and attain self-sufficiency(Geenen et al., 2002). • Desire more active role in the decision making process(Blue-Banning et al., 2002).

  15. Teacher Expectations • Graduate high school • Be a productive member of society • Want them to attend college, but hold little hope of them finishing. • “Leave the Rez” Portley (in process)

  16. Family Findings • Desire a sense of normalcy • Need for personnel who listen • Parents wanted respect • Opportunity to build trust • Felt blamed • Empathize with individual circumstances Defur et al. (2002)

  17. Five Sub-themes: What Makes a Difference • Communication: Listen/Learn • Collaboration: Invite open environment • Connection: Equity • Caring: Empathy • Celebration: Expression/Expectations Defur et al. (2002)

  18. Student Centered Planning • Communicate with all parties • Assessments (self-awareness) • Exposure and experience • Goal-setting (gain all party inputs) • Carry out the plan • Resource management • Collaborate

  19. Program Structure • Scheduling changes to fit family needs, interpreters, transportation, informal trainings • Build in a way to determine what self-determination and future goalsexistfor your community because it’s about their definition of value, not the school’s.

  20. Current Tools • Student-Directed Transition Planning • http://education.ou.edu/zarrow • AIR Self-determination assessment • ARC Assessment • Casey Life-skills • www.caseylifeskills.org

  21. Questions? Contact: Juan Portley, M.Ed Email: juanportley@ou.edu

More Related