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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.

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

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  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

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