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Promoting Student Self-Determination

Promoting Student Self-Determination. “Let me tell you the secret that led me to my goal. My strength lies solely in my tenacity.” Louis Pasteur. Presented by: Susan Walter Statewide Transition Consultant Illinois State Board of Education swalter@isbe.net 618-651-9028.

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Promoting Student Self-Determination

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  1. Promoting StudentSelf-Determination “Let me tell you the secret that led me to my goal. My strength lies solely in my tenacity.” Louis Pasteur Presented by: Susan Walter Statewide Transition Consultant Illinois State Board of Education swalter@isbe.net 618-651-9028

  2. The Importance of Self-Determination “One of the key ways we define ourselves and develop a sense of identity is through choices we make while navigating the transitions in our lives. Fostering a sense of self-determination during the transition process is critical to promoting successful transitions for students both with and without disabilities.” Field, S., Hoffman, A. & Spezia, S. (1998) Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED, Inc. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  3. Definition of Self-Determination • Self-determination refers to the natural desire of most people to be in personal control of their own thoughts, feelings, and behavior. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  4. Definition of Self-Determination • Begins shortly after birth and continues throughout life. • Determined by the skills, beliefs and attitudes, and knowledge as well as opportunities to exercise personal control. • All persons have the desire and are capable of some degree of self-determination. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  5. Self-Determination: What Does the Law Say? • The 2004 Individuals with Disabilities Education Improvement Act (IDEIA) clearly supports students’ independence, self-management, and self-determination. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  6. Self-Determination: What Does the Law Say? • Students are team members • Active participation by students • Student strengths, preferences and interests Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  7. Self-Determination

  8. Self-Determination is Important for Young Adults • Increases motivation • Encourages socially acceptable behavior • Promotes self-awareness • Increases responsibility • Enhances learning • Encourages a sense of personal control Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  9. Self-Determination is Important for Young Adults • Enhances independence and interdependence • Improves self-esteem • Encourages individuals to create a vision • Enhances quality of life • Enhances inclusion • Promotes self-advocacy • Develops decision-making skills Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  10. Can Self-Determination Be Taught? • Yes! • Skills and attitudes that lead to self-determination can be taught. • Skills to make arrangements in the atmosphere and environment of the school can be taught too. • Parents, teachers, administrators, counselors, psychologists and other service providers all play important roles in developing or inhibiting self-determination during transition. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  11. Can Self-Determination Be Taught? • Teachers can: • Infuse skills training into their curriculum. • Promote a school and classroom environment that encourages self-determination. • Families can: • Provide opportunities and support for their adolescents to exercise self-determination. • Work with the school to encourage curriculum efforts and provide real-life experiences for practicing self-determination. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  12. Can Self-Determination Be Taught? • Counselors, psychologists, social workers, and other support services staff can: • Support a school climate that promotes self-determination. • Team with classroom teachers. • Incorporate instruction through their own departments. • Administrators can: • Establish self-determination as an important element of the school climate. • Support teachers through in-service opportunities . Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  13. Supporting and Encouraging Self-Determination • Characteristics of environments that support and encourage self-determination include: • Availability of self-determined role models • Curriculum variables • Opportunities for choice • Patterns of response to student behaviors • Availability of student supports Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  14. Supporting Student Self-Determination in an RtI World IEP Transition Plan Age-Appropriate Transition Assessment Person-Centered Self-Determination Skill Building Retrieved from http://www.pbisillinois.org/, 9/21/2009. Illinois PBIS Network.

  15. Transcendence Children have never been very Good at listening to their elders, but they have never failed to imitate them. James Baldwin “Nobody Knows My Name” (1961) Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  16. The IEP and Me: Infusing Self-Determination Knowledge • Teaching students about: • laws and rights • responsibilities • Creating awareness of: • the system and its resources • one’s needs, preferences and interests Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  17. Building Self-Determination Attitudes and Beliefs • “It’s My Life” • Student workbook – where I’m going and how I’m going to get there • Building self-confidence, internal locus of control and determination Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  18. It’s My Life • Things that work for me • Things I want to spend more time doing • Things that make me happy • Things I like • Things that don’t work for me • Things I want to avoid • Things that make me mad • Things I don’t like Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  19. It’s My Life • What I want to do when I finish high school • Living • Working • Continuing education • Having fun Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  20. It’s My Life • What I want to do in school this year • Classes • Instruction • Community experience Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  21. It’s My Life • Objectives I want to accomplish in school this year • Employment • Adult living • Daily living • Vocational abilities Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  22. It’s My Life • What I need to be more successful in school this year • Teachers • Tests • Family • Other things Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  23. It’s My Life • People I want to invite to participate in my IEP/ transition planning meeting • Family • School people • Agency people Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  24. Self-Directed IEP Self-Determination Skills Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  25. The Self-Directed IEP10 Step GuideWhat I Need to Do to Self-Direct My IEP/Transition Planning Meeting10 Easy Steps Adapted from Martin, et al., 1998 Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  26. What Does a Self-Directed IEP Involve? • Greeting and Purpose Statement • Introductions • Review of Performance • Team Input • Future Goals (for adult life) • Annual Goals • Supports Needed • Goals Summary • Review and Finalize Program • Conclude Meeting Adapted from Martin, et al., 1998 Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  27. Adapted from Martin, et al., 1998 Begin By Greeting Everyone and Stating the Purpose of the Meeting. “Welcome to my meeting. Today we are going to plan for my program for the next year.” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  28. Adapted from Martin, et al., 1998 Introduce yourself and others. “My name is ________________ and I am a student at ________________. “I’d like to introduce ____________.” OR “Please introduce yourselves.” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  29. Adapted from Martin, et al., 1998 Review how you have been doing in school. “Things that have worked well for me this year are _____________________ _____________________________________ ____________________________________.” “Things that haven’t work very well for me are __________________________ ________________________________ ______________________________.” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  30. Adapted from Martin, et al., 1998 Request input from other participants in the meeting. “Does anyone want to comment on how my school program has been going?” -- NOTE TO STUDENT: Ask questions if you don’t understand something that is said. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  31. Adapted from Martin, et al., 1998 Identify your post-school goals. “When I finish high school, I want to _________________________________________ _________________________________________ _________________________________________ _________________________________________.” “Any questions or comments?” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  32. Adapted from Martin, et al., 1998 Identify your goals for this year. “This year in school I want to _________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________.” “Any questions or comments?” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  33. Adapted from Martin, et al., 1998 Identify the supports you need to be successful. “For me to be successful in school this year I need _________________________________________ _________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________.” “Any questions or comments?” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  34. Adapted from Martin, et al., 1998 Summarize your goals. “In summary, my future plans are to __________ ____________________________________________________ ____________________________________________________ ____________________________________________________.” “For me to make progress toward these goals, I will do these things this year __________ ____________________________________________________ ____________________________________________________.” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  35. Adapted from Martin, et al., 1998 Review support needs andfinalize program. “The things that need to be in my program to help me succeed are _______________________ __________________________________________________ __________________________________________________ __________________________________________________.” “Does anyone have anything they want to say about my program?” NOTE TO STUDENT: Discuss differences and agree on final program. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  36. Adapted from Martin, et al., 1998 10. Conclude Meeting. “Thank you all for coming to my meeting.” “This year I am going to work hard to accomplish my goals.” “I appreciate your help!” Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  37. Certificate Certificate of Completion is hereby granted to: _____________________________ to certify successful training in Self-Directed IEP Transition Planning ___________________________________ ( Name, Title. Date) Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

  38. Curriculum Resources Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). Yes I Can: A Social Inclusion Curriculum for Students With and Without Disabilities. Minneapolis, MN: University of Minnesota Institute on Community Integration. Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2002) Self-Directed IEP/Transition Planning: Lifestyles of Inclusion and Personal Autonomy. Springfield, IL: Illinois State Board of Education. Bremer, Christine D., Kachgal, Mera & Schoeller, Kris. (April, 2003) Self-Determination: Supporting Successful Transition. National Center on Secondary Education and Transition, Minneapolis, MN. Retrieved from the World Wide Web http://www.ncset.org/publications/viewdesc.asp?id=962Griegal, M. (2000) Self-Determination for Students with Significant Disabilities. On-Campus Outreach, University of Maryland. Retrieved from the World Wide Webhttp://wwwumd.edu/oco/resources/factSheet_091200.htmlIzzo, M. & Lamb, P. (2001) The Development of Self-Determination and Self-Advocacy Skills: Essential Keys for Students with Disabilities. Discussion Paper for the National Capacity Building Institute – Portland, OR. Martin, J. et al. (1998). “Self-Directed IEP Student Workbook” Choice Maker Self-Determination Curriculum. Longmont, CO: Sopris West.Moloney, M., Whitney-Thomas, J. & Dreilinger, D. (September, 2000) Self- Determination Struggle in the Lives of Adolescents. “Research to Practice” Boston, MA: Institute for Community Inclusion.Wehmeyer, M., Agran, M. & Hughes, C. (1998) “Transition Services and Self-Determination” Teaching Self-Determination to Students with Disabilities. Baltimore, MD: Paul Brookes Publishing. Susan Walter, Illinois State Board of Education through an OSEP funded grant, TOTAL Project, 2003.

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