Supporting the growth of Self-Determination Skills through Student-led IEP

Meetings

Jeanne E. Danneker, Ph.D.Winona State Universityjedanneker@winona.edu

UW-Oshkosh ~ March 6, 2010

Danneker, March 6, 2010 UW-Oshkosh

Session Objectives

• Define self-determination (SD)• Explain the developmental nature of

SD• Describe lessons to prepare students

to participate in their IEP meetings• Discuss the impact of student

involvement

Danneker, March 6, 2010 UW-Oshkosh

Self-Determination

• “acting as the primary causal agent in one’s life free to make choices and decisions about one’s quality of life free from undue influence or interference” (Wehmeyer 1992, p.302)

Danneker, March 6, 2010 UW-Oshkosh

Component Skills Wehmeyer, 1994

• Choice making• Goal setting &

attainment• Positive

attributions of efficacy and outcome expectancy

• Decision making

• Self-observation, evaluation & reinforcement

• Self-awareness• Problem solving• Internal locus of

control• Self-knowledge

Danneker, March 6, 2010 UW-Oshkosh

Growing Self-Determination

– Allow students to make choices–Model problem solving ~ think aloud– Help students link choices and

results– Help students evaluate their own

work compared to a set standard– Help students set goals, record &

evaluate their own progress– Encourage them to participate in

their IEP meetingsDanneker, March 6, 2010 UW-Oshkosh

Growing Self-Determination

• Why should students participate in their IEP meetings

Danneker, March 6, 2010 UW-Oshkosh

Because. . .• It enhances

students’ self-determination skills

• It increases the likelihood that they will achieve their goals

• It makes them more likely to request and use accommodations in general education

• It can enhance communication at the IEP meeting

• If they are over 16 it’s the law

Danneker, March 6, 2010 UW-Oshkosh

Does this represent your IEP meetings?

Danneker, March 6, 2010 UW-Oshkosh

Student

Gen EdTeacher

Special Educator

Parent

IEP

Training • Standing Up for Me- Florida Dept of

Ed• Student’s Guide to the IEP- NICHCY• Six 20-minute sessions– Explaining the IEP– Self-awareness (strengths, needs,

interests)– Self-evaluation– Goal setting– Specifics of IEP meeting (script)– Rehearse

Danneker, March 6, 2010 UW-Oshkosh

Lesson One: What is an IEP?

• Every student who receives special education services has an Individual Education Program.

• It tells about the plan for your education for the present school year.

• A new plan is developed every year at an IEP meeting by a team.

• Your team is made up of people who are interested in your education.

• Who is on your team?Danneker, March 6, 2010 UW-Oshkosh

Create an invitation

You’re Invited  

Please come to my IEP Meeting

Date: ___________________Time: ___________________Location: ________________

  

Thank You!

Danneker, March 6, 2010 UW-Oshkosh

Lesson Two: Present Levels of Performance

(Who Am I?)Self-awareness:

strengths, needs, interestsEverybody is good at some things

and not so good at others. – List the things you are good at. . .– List the things you need help with. . .

Danneker, March 6, 2010 UW-Oshkosh

Questionnaires

• Having parents, general educators, and students fill out a questionnaire helps them feel prepared for the meeting and enhances their participation

• Strengths• Concerns • Goals • Other issues• Provide a checklist

of things the student might need help with

Danneker, March 6, 2010 UW-Oshkosh

Lesson Three: Review My IEP

Self-evaluation

• Go through the current IEP with the student and have him/her self-evaluate progress

• Ask the student to evaluate her/his PLEP and goals.

Danneker, March 6, 2010 UW-Oshkosh

Lesson Four: Identify New Goals (Where am I going? How will I get

there?)

Goal setting• Help the student

determine appropriate goals for his/her next IEP

Accommodations • Discuss things that

help the student be successful

Danneker, March 6, 2010 UW-Oshkosh

Prepare the student for the meeting

Lesson Five: Script

• Discuss each section of the IEP~ what will the student say?

• Together predict what parents and general education teachers will say about the student’s performance and needs under each topic

• Create a script using the student’s words

Lesson Six: Rehearse

• Have the student practice reading the script

• Rehearse stopping points and asking team members for input

• Talk about how to handle difficult topics

Danneker, March 6, 2010 UW-Oshkosh

Student-Led IEP Meetings•Student-

centered•Foster self-determination•Collaborative•All sections of the IEP can be addressed•Meetings last under 1 hour (30-55 minutes)

Danneker, March 6, 2010 UW-Oshkosh

IEP student

Special EducatorGeneral

Educator

Parent

References• Fiedler, C. & Danneker, J.E. (2007) Self-advocacy instruction:

Bridging the research-to-practice gap. Focus on Exceptional Children, 39, 8, 1-20.

• Danneker, J.E., & Bottge, B.A. (2009). Benefits and barriers to elementary student-led individualized education programs. Remedial and Special Education, 30, 225-233.

• Wehmeyer, M.L. (1992). Self-Determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27,302-314.

• Wehmeyer, M.L. (1994). Self-determination as an educational outcome: Why is it important to children, youth, and adults with disabilities? In D.J. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 17-36). Baltimore: Brookes.

Danneker, March 6, 2010 UW-Oshkosh