Self-Determination Training for Youth with Disabilities

1. Self-Determination Training for Youth with Disabilities Stelios E. Gragoudas Institute for Community Inclusion/ Umass Boston

2. Before we Begin • A small Favor, • If you can’t understand me, please let me know • I will be happy to repeat myself if needed

3. Self-determination theory • Self-Determination Theory, assumes “that people are active organisms, with innate tendencies toward psychological growth and development, who strive to master ongoing challenges and to integrate their experiences into a coherent sense of self.” http://www.psych.rochester.edu/SDT/theory.php

4. Self- Determination in education • The 20th century philosopher, John Dewy said, • “Self-determination gives students a voice regarding what they learn, how they learn, what they think and what they dream. Self-determined students are empowered to make a difference in their world.” • http://www.selfdeterminationak.org/index.html

5. Self-Determination in Education • Instead of self-determination, the concept of Leadership may be included in many school mission statements. • When adolescents think of the word leadership they think of people they consider to be leaders.

6. LEADERSHIP • The term Leadership is defined as “ the ability to influence the actions of others” (Halloran and Benton, 1987). • An alternative view portrays leadership as a process that allows for new ideas, patterns, and belief systems to be created by individuals so they can explore, understand, and modify their own ethics. • Though they are both excellent outcomes for youth, for this class we are going to concentrate on the second concept of leadership.

7. Self-determination • Since the mid -1980’s, the Office of Special Education Programs has made a substantial investment in the development of methods, materials, and strategies to promote self-determination and to achieve students’ active involvement in their own transition planning.

8. What is self-determination? • Wehmeyer (1992) defined self-determined behavior as “the attitudes and abilities necessary to act as the primary causal agent in one's life and to make choices and decisions regarding one's quality of life, free from undue external influences or interference”

9. Causal agent A causal agent is someone who… • acts with authority to make or cause things to happen • acts with the intention of accomplishing a specific goal and • acts to cause or create change

10. Behaviors associated with self-determination • Autonomous behavior • Acts according to one’s own preferences, interests, abilities • Choosing independently, free from influence • Self-regulated behavior • Deciding what skills to use in a given situation • Self-management strategies • Empowering behavior • Belief that one has control of circumstances that are important to them (internal locus of control) • Belief that one has the skills to achieve desired outcomes (self-efficacy) • Self-realizing behavior • Having an accurate knowledge of one’s strengths and abilities

12. Self-Determination Across Environments • Self-determination must be reinforced in all environments: at home, in school and in the community.

13. Self-determination in context Examples of characteristics of self determination:

14. Motivational Learning • Students need to be involved in what they learn and how they learn. • If students choose their learning goals and formulate a plan, then they will be motivated to reach their goals

15. Examples • Goal Setting • Participating in person centered planning • Assuming responsibility for some action steps • Problem Solving • Discussing a poor grade with a teacher • Talking to a supervisor about a work problem • Asking for help when it’s needed • Self-awareness • Articulating strengths and weaknesses • Knowing what works and what doesn’t

16. Examples • Choice-Making • • Determining what kind of work to pursue • • Making choices about postsecondary activities • • Scheduling leisure time • Decision-Making • Researching college options • Organizing a plan with friends • Discussing priorities with a guidance counselor • Internal Locus of Control • Youth weighs options independently or with neutral support • Youth leads transition related meetings

17. Leadership Development for Students with Disabilities • Federal mandates pertaining to student involvement in transition planning and best practice in transition services in the form of promoting self-determination provide unique opportunities to address leadership development for youth with disabilities. IDEA required that activities concerning transition be based on the student’s individual needs, taking into account the student’s interests and preferences Spurred a focus on promoting and enhancing self-determination and student involvement in education planning and decision making. • ONE WAY TO DO THIS?

18. Leadership Development for Students with Disabilities • The IEP meeting/ school conference • We must provide real-life opportunities for youth to experience leadership • One way to do this is to have youth participate or even lead their own IEP meeting or school conference

19. Preparing youth to lead their IEP meeting/ school conference • For youth to become an active participant in an IEP/school conference they must be taught how to be active participants • This may include… • Review the document (IEP) with the student ahead of the meeting: • What is the IEP? • Why is the student on an IEP? • What are the federal and state laws that guide the way schools provide educational services? • What are the different components of the IEP?

20. Thank you Stelios E. Gragoudas Ed.D Youth Leadership Specialist Institute for Community Inclusion University of Massachusetts, Boston Mailing Address ICI-UMASS 100 Morrissey Boulevard, Boston, MA, 02125-3393 Office Address 20 Park Plaza 13 Floor RM 58 Boston, MA, 02116 617-287-4322 Fax 617-287-4352 TTY 617-287-4350 Stelios.gragoudas@umb.edu www.communityinclusion.org