Self-Determination:The Key to a Successful Transition for Everyone

Ann Deschamps, Ed.D.TransCen, Inc.adeschamps@transcen.org

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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

Discussing self-determination can be confusing…..

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).

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.

Continuum of IEP Participation

Attending Answering Speaking Questioning Introducing Initiating (parts) Leading with support Leading independently

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….

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

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, Inc.adeschamps@transcen.org

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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

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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