Making the Most of a G2M Next Steps NH Series Course 2: Teaching - PDF document

9/7/2016 Making the Most of a G2M Next Steps NH Series Course 2: Teaching Self-Determination • Muting & unmuting Skills to Students With • Using chat function Disabilities • Group activities What Are the Options? • Webcams 1 Learning Objectives: Materials • Define Self-Determination and identify components • Slides • Learn about ways to assess and promote self- • Self-Determination Mapping and Action determination including Worksheet • Research-based curricula • NSNH Student Trainings Outline • Evidence-based practices • AIR Self-Determination Scale-Student Form • Web-based Resources 3 4 NSNH Essentials NSNH Essentials Transition practices include: Next Steps NH offers training and coaching on embedding • Enhanced transition planning, activities & evidence-informed transition practices in schools to opportunities, including RENEW increase the graduation rate of students with disabilities and • Best practice Extended Learning Opportunities students at-risk of dropping out and prepare them for college, career and adult life. (ELOs) • High level family-school engagement Training introduces and illustrates the practice. Evidence shows that embedding new practices Coaching supports putting the training to use. requires multi-stage implementation. 1

9/7/2016 Family NSNH Essentials Student-Focused Engagement Planning Two-way communication Student Led IEPs Shared decision making RENEW Implementing practices with fidelity is a primary focus. The use Transition-related training Transition Assessment opportunities of planning tools ensures fidelity. Transition- Not In Partially In Place Critical Component of Practice Place In Place Focused Education X A4: Students are prepared to participate and do Student participate meaningfully in the development of their Framework Program Structure Development post school goals and plans to achieve those goals, and Leadership Teams in any relevant meetings. Best Practice ELOs Ongoing Strategic Planning Self-Determination X B6: Acquire the skills, behaviors, and attitudes through Policy and Procedure RENEW Transition Competencies for direct instruction and/or added support as necessary, Interagency Staff that enable them to learn and grow in self-knowledge, Transition Coordinator Collaboration social interactions, and physical and emotional health ELO Board and self determination. Community Services Colleges/Universities ELO Partners Adapted from Taxonomy for Transition Programming , Kohler, P.D. (1996) & NH CoP Template for Secondary Transition & NH Standards for Family /School Partnerships Putting the Pieces Together NSNH Essentials 2. INSTALLATION 1. EXPLORATION • Develop action plan Introductory training Not In Partially In Place Critical Component of Practice • Pilot self-determination practices Place In Place X A4: Students are prepared to participate and do participate meaningfully in the development of their post school goals and plans to achieve those goals, and in any relevant meetings. SUSTAINABILITY X B6: Acquire the skills, behaviors, and attitudes through Program Structures: direct instruction and/or added support as necessary, 4. FULL IMPLEMENTATION that enable them to learn and grow in self-knowledge, Resources, Ongoing 3. INITIAL social interactions, and physical and emotional health • Training and Coaching, Processes & IMPLEMENTATION and self determination. procedures in place Procedures • Identify & address challenges When implemented with fidelity these practices will increase • • System recalibrated to Scale up the graduation rates of students with disabilities and students at-risk accommodate & support of dropping out and prepare them for college, career and new initiatives adult life. • (Based on Dean Fixen et al & SWIFT) The Birthday Party Self-Determination Defined There are many definitions of SD in the literature. The most comprehensive definition is provided by Field, Martin, Miller, Ward, and Wehmeyer (1998). Taken from Jamie L van Dycke, James E. Martin, David L. Lovett, Teaching Exceptional Children. Reston Jan/Feb 2006 Vol. 38, Iss.3 Pg. 42, 6pgs Self-Determination Constructs 11 12 2

9/7/2016 Self-Determination Defined Components of Self-Determination A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, Choice making: appropriately choosing between a  self-regulated, autonomous behavior. finite number of choices Problem-solving: weigh pros & cons of potential  An understanding of one’s strengths and limitations actions, identify barriers to success together with a belief in oneself as capable and Decision making: involves choosing between  effective are essential to self-determination. unlimited options When acting on the basis of these skills and Goal setting and attainment: ability to set  attitudes, individuals have greater ability to take appropriate goals for self and achieve the goals control of their lives and assume the role of with actions successful adults in our society. 13 14 Self-awareness Knowledge of Rights Sample sub-components include Sample sub-components include Components of Self-Determination  Strengths  Personal rights  Preferences  Community rights  Goals  Human service rights  Dreams  Consumer rights Self-regulation: self-monitoring, self-evaluation,   Interests  Educational rights  Learning style  Steps to redress violations self-instruction, self-management (controlling own  Support needs  Steps to advocate for change behavior by being aware of one’s actions and  Accommodation needs  Knowledge of resources S  Characteristics of one’s disability providing feedback) E  Responsibilities L Self-awareness: awareness of own individuality,  F strengths, and areas for improvement Communication Self-efficacy: understanding that own actions have A Sample sub-components include  • Assertiveness • Use of assistive technology D an impact • Negotiation • Listening V • Articulation • Persuasion Self-advocacy: have knowledge of self, knowledge • Body Language • Compromise O  of rights, communication skills, and leadership C A ability. Leadership C Sample sub-components include Y • Knowledge of group’s rights • Knowledge of resources • Advocating for others or for causes • Organizational participation • Political action • Team dynamics and roles 15 16 Why the emphasis on SD? Individuals who score higher on measures of SD  have more positive adult outcomes (e.g., better employment, better living situations) Research shows relationships between SD and  positive school experiences (e.g., higher grades, Does your Next Steps action plan have priorities related to assessing or attendance, fewer behavior problems). teaching self-determination? Wehmeyer & Schwartz (1997) Should it? What practices would you like to see students engaging in? ACTIVITY 1 Let’s look at another perspective: 18 3

9/7/2016 Assessing Self-Determination Purpose: to provide information about readiness to  make decisions related to future ambitions and help students in identifying relative strengths and limitations related to self-determination Examples:  The Arc’s Self-Determination Scale  ASSESSING AIR Self-Determination Scale  SELF-DETERMINATION 19 20 The Arc Self-Determination Scale AIR Self-Determination Assessment Wehmeyer & Kelchner, 1995  (Wolman, Campeau, DuBois, Mithaug, & Stolarski,  T arget Population: middle and secondary students with  1994) Behavioral/Emotional Disorders, Mild ID, LD, T arget Population: all school-age students with and  Speech/Language Impairments, Developmental without disabilities Disabilities, OHI, Orthopedic Impairments Measures: Capacity and Opportunity for choice-  Measures: choice-making, decision-making, problem-  making, self-regulation, self-awareness, self-advocacy, solving, self-awareness, self-regulation, goal setting & goal setting & planning planning, self-efficacy Data collection options: rating scales for teacher,  Data collection options: student self-report  parent, and student Price: free  Price: free  http://education.ou.edu/zarrow/?p=38&z=39 http://education.ou.edu/zarrow/?p=38&z=3 21 22 Four Approaches for Promoting SD in Students Use student-driven IEP and transition 1. planning. 2. Directly teaching skills or enhancing knowledge 3. Embedding instruction into the general APPROACHES FOR PROMOTING curriculum 4. Use Person-Centered Planning SELF-DETERMINATION 23 24 4