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Self-Determination:The Key to a Successful Transition for Everyone
Ann Deschamps, Ed.D.TransCen, [email protected]
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Overall Objectives To understand the link between self-determination and
success after high school To understand the why self-advocacy skill instruction is worth
infusing into the curriculum To explore ways to integrate self-advocacy skill instruction
(promotion of) into high schools To collect tools and strategies that will be helpful to promoting
and teaching self-advocacy skills
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Overview Reminder Activity Definitions History, Policy, and Research Continuum of Everything Barrier Activity Overview of Strategies Power of Theme Songs
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Reminder Activity
Think for a minute about why you chose to be in the field of special education.
Pair off with somebody near you and share and compare your reasons.
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A day in the life of a special education teacher
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Discussing self-determination can be confusing…..
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Knowing and doing what is right for oneself
The desire, ability, and practice of directing one’s own life – leads to making informed decisions through reflecting on and building one’s strengths as well as understanding limitations and accommodations.
What is Self-Determination?
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Self-advocacy skills are the foundation necessary to become a self-determined person.
Make choices
Solve problems
Ask questions
Know strengths and limits
Express opinions
Set goals
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Definitions
Self-determination - goal Self-advocacy – way to reach that goal High Incidence Low Incidence
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History Evolution of special education– 94-142 EHA– IDEA – transition was added
Categories of disability in IDEA Culture of special education Life in school vs. life after school What are we teaching our students vs. what our
students are learning
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Policy Federal policy supports self-determination IDEA New Rules of Section 503 of the Rehabilitation Act The Americans with Disabilities Act and the ADAAA
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What Research Says A study with more than 1,500 successful people from business, science, sports,
and the arts revealed that “successful people in any field excel at making decisions, self-managing their behavior, and adapting to changing circumstances.” Garfield (1986)
Wehmeyer and colleagues have found that individuals with higher self-determination skills have better adult outcomes (i.e., Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997; 1998).
Students with higher self-determination skills did better in inclusive settings (Wehmeyer, Lance, & Bashinski, 2002).
Students in post-secondary education settings reported significant positive impact self-determination skills had on their ability to enter and remain in college (Getzel & Thoma, 2006).
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What Research SaysYoung adults with good self-advocacy skills experience:Enhanced academic performance and more active class participation (Gilberts, Agran, Hughes, and Wehmeyer, 2001)Improved employment and independent living opportunities (Wehmeyer & Palmer, 2003)More positive quality of life and reported life satisfaction (McDougall, Evans, & Balding, 2010)
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More Research For transition age youth receiving SSI benefits,
autonomy and empowerment are positively associated with participation in 2 and 4 year colleges. (Berry, Ward, and Caplan, 2012)
Students need instruction and practice in self-advocacy and IEP participation skills (Test, Fowler, Brewer, & Wood, 2005)
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Continuum of Everything Self-knowledge Self-awareness Academic knowledge Independence IEP Participation Anything
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Be prepared!Preparing students for IEP Participation can be daunting.
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Continuum of IEP Participation
Attending Answering Speaking Questioning Introducing Initiating (parts) Leading with support Leading independently
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Barrier Activity From the list of seven barriers, come to a consensus
as to the top 3 for your table Brainstorm as a group strategies to overcome each of
your top 3 Record your top 3 and a BRIEF summary of the
strategies on the flip chart
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Barriers Student’s schedule is too busy Standardized tests and core competency instruction
require all my energy and attention Not the right materials/resources/curriculum Not enough planning time Takes too long Lack of knowledge how to teach these skills Focus on compliance
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Overview of Strategies Models to follow Curriculum with specific lessons Tools Approaches Advice Goals
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Instructional Strategies (Field and Hoffman, 1995)
Teachers are co-learners Modeling Cooperative Learning Experiential Learning Inclusive instruction Participation of student’s family and friends Listening Team teaching Appropriate use of humor Teachable moments
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You can face the challenges….
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Power of Theme SongsRules Pick one that speaks to youMake sure it is sending a positive messageChange it when you need to
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Examples Let It Go – Frozen Unwritten – Natasha Bedingfield Running Down a Dream – Tom Petty Won’t Back Down – Tom Petty Can You Feel It – The Jacksons I Will Survive – Gloria Gaynor Simply the Best – Tina Turner Stronger – Kanye West
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As you go through the year – remind yourself why you are here
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Self-Determination: The Key to a Successful Transition for Everyone
Part II and IIITools and Strategies for
Implementing Self-Advocacy Instruction
Ann Deschamps, Ed.D.TransCen, [email protected]
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Brainstorm Over the course of your career, what are some
strategies that you have used to teach self-advocacy skills?
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Using the IEP to Teach Self-Advocacy
Learning about the IEP Participating in the IEP Process Participating in the IEP Meeting
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Continuum of IEP Participation
Attending Answering Speaking Questioning Introducing Initiating (parts) Leading with support Leading independently
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Ways for Students to Participate in the IEP Meeting Begin meeting by stating purpose; Introduce everyone; Review past goal and performance; State your school and transition goals; Ask questions if you don’t understand; State the support/accommodations you’ll need; Summarize goals; Close meeting by thanking everyone
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Essential Self-Advocacy Skills Checklist
Understands IEP goals Contributes to development of IEP goals Identifies when help is needed Obtains help when needed Articulates short and long term goals Outline steps necessary to reach goals Identifies potential barriers to goal achievement Determines accommodations necessary to overcome barrier
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Essential Self-Advocacy Skills Checklist
Recognizes strengths and weaknesses Articulates strengths and weaknesses Understands disability Explains disability Knows when to disclose disability Understand disability’s impact on performance Identifies compensatory accommodations Requests accommodations as needed
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Back to the Future What kind of Job do you want to have when you are
25? What kind of training or education would you need
after high school to be qualified for this job? What do you need to accomplish in high school to be
qualified for the training and education you will need? What should you be doing now to get ready for this
career path?
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Meeting #1: Conduct Self-Advocacy Interview Meeting #2: Share and discuss purpose of the IEP,
focus on goals (plain English) Meeting #3: Review accommodations on the IEP Meeting #4: Discuss the IEP meeting Meeting #5: Talk about strengths, weaknesses, and
learning style Meeting #6: Conduct self-advocacy interview again
Interview Activity
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Why is it important to talk about disclosure? Disclosure questions – why, when, what, to whom, and
how? Settings:– Workplace– Postsecondary education– Social/community
Disclosure
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Monitors progress in the ability to express the need for assistance or accommodations
Set up to be used by the customer Progress can be monitored with a service provider Gives guidance and tips for phrases to use
Student Disclosure Tool
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Plan to Teach Self-Advocacy Skills
Goals Instructional Strategies Family Involvement
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Chopper - BHN
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