What happens when we focus on disabilities…

2. What happens when we focus on disabilities… …rather than abilities?

3. Words from students “Throughout my schooling, I was often written off by teachers as a class clown, a smart alec, or just someone who didn’t want to learn. I was called lazy, and unmotivated, and for the longest time I believed those labels, and thought that I didn’t belong in school.” Nathan Gulbransen California

4. Words from students “It was hard not knowing what I could do, not knowing what I was good at. I was never let in to any of the discussion about anything that was going on with me. In school, I always heard ‘She has problems with this, she can't do this, she doesn't know how to do that.’ I never, ever heard anything good about me. (continue)

5. Words from students (continued) I could always only talk about my weaknesses, never about my strengths, because I never knew I had any. If someone asked me about my strengths, I wouldn't know. Growing up, I thought that there must have been something wrong that I did. I was too lazy or stupid. It was me.” Marta CruzNew York

6. Quick Partner Share • Think about the 2 quotes & a student you know, or your son/daughter • Briefly share: how have negative labels affected the student you know? • Have you seen changes over the years in IEP practices – how we talk with and about our students?

7. Self-Determination… …refers to both the right and the capacity of individuals to exert control over and direct their lives. (Wehmeyer, 2004)

8. What does self-determination mean to students with disabilities? • Knowing & believing in yourself. • Knowing what you want your future to be like and how to make plans to achieve this future. • Knowing the supports that you need to take control of your life.

9. The Principles of Self-Determination • Freedom • Authority • Support • Responsibility • Confirmation • The Center for Self-Determination • www.self-determination.com

10. Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy and outcomes expectancy Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy & Leadership Self-Awareness Self-Knowledge Core Components Combination of skills, knowledge & beliefs

11. Quick Activity With a partner, choose one of these tasks: • Obtain a driver’s license • Have a job interview • Find a place to live Make a quick list – which of the components (previous slide) might be required to accomplish the task?

12. Did you know…? One year after high school: • Students with self-determination skills twice as likely as those without the skills to be employed • Earned on average $2 more per hour • Lived more independently • Obtained better job benefits (sick leave, health insurance, vacation) (Wehmeyer and Schwartz, 1997; Wehmeyer and Palmer, 2003)

13. Name: Aiden Address: DOB: Date: 03/2011 • My Strengths • I am a good listener • I have learned a lot of speech sounds • My Interests • I like playing my DS • I like to play outside • I like school • My Needs • Help with speech sounds • My Preferences • Playing in centers helps me learn • Speech class helps me

14. Name: Caroline Address: 5923 Old Forge Rd Rocky Mount Va DOB: May 25 Date: • My Strengths • Good with people • Strong in Math • Good with working with my hands. • House work & cooking • Farm work. • Nursing • My Interests • CNA , RN • Horse • Working with people with disabilities. • Reading • Fishing and hanging out with Friends • My Preferences • With hands on • Seeing it done • Hearing it helps • And doing it My Needs Test read aloud and copies notes. Spelling aides And a calculator

15. The Virginia Department of Education’s Self-Determination Project

16. Project Goals • Improve attendance rates, graduation rates and have fewer discipline referrals in school settings • Assist students in developing skills that will allow them to direct their own lives • Increase disability and ability awareness

17. What schools are doing… • Student-led IEPs • One-pagers • Student-led conferences • Family events • Presentations by youth speakers • Mentoring programs • Children’s literature

18. What else is happening? • “Growing” youth leaders: Self-Determination Youth Summits; mentoring • Building school sites: expansion from original sites to schools across Virginia • Videos • Website: www.imdetermined.org

20. Video clip

21. Teachers – What Can YOU Do? • Teach core components to ALL students • Help your student understand their disability label • Encourage students to attend and participate in their IEP meetings • Incorporate self-determination as IEP goals

22. Examples: Self-determination skills in annual goals • …Ashley will use PECS to indicate her choice of activity… • …Brad will read his PLoP at IEP meetings… • …Keira will identify two activities to assist her classroom focus… • …Jordan will research the role of the campus Disability Resource Office…

23. Examples: Self-determination language in the PLoP • …In an interview with her teacher, Maria stated she has difficulty with word problems and would like to have more time to complete her work. • …I am interested in auto mechanics and would like to take some classes at the TEC in 10th grade. • …Beth communicates her preferences through the use of PECS; she can tell us which treat she would like after she completes her work.

24. Parents – What Can YOU Do? • Encourage your child to make choices about everyday activities. • Encourage your child to set priorities. • Help your child identify their interests, preferences and strengths. • Educate yourself and your child about rights.

25. Parents – What Can YOU Do? • Talk to your child about the process of goal setting including barriers that might be encountered. • Help your child understand the concept of accommodations and how they can help or hinder educational and career goals. • Talk to your child about their disability. Get teacher(s) involved to the extent you feel warranted.

26. Quick Share – turn to your neighbor(s) 1. Something already going well or o.k. to develop and facilitate self-determination for students 2. A cool idea you’re excited about implementing

27. Final Words: Self-Determination means… • That I will figure out a way to do anything I want to do. • The ability to stand up for yourself and not depend on others. • If you have confidence in yourself, you can make it through the hardest times.

28. Final Words: Self-Determination means… • I set goals for myself and strive to fulfill those goals. • When someone tells you that you can’t do something, you show them that you can.