Self-Determination Skills and Activities for Secondary Students Leading to Successful Transition Bob Morgan, Heidi Preece, and Shannon Williams Utah State University and Nebo School District
What is Self-Determination (SD)? • SD is “a combination of skills, knowledge, and beliefs that enable a person to engage in goal- directed, self-regulated, autonomous behavior” (Field et al. 1998, p. 115) • The concept of SD aligns with the federal and state initiatives regarding college and career readiness • SD may be conceptualized as a set of critical skills for making the transition to adulthood
Why Teach Self-Determination? • Research has found that SD is • associated with higher self-esteem and quality of life • Increased self-advocacy • Improved post-school outcomes (Wehmeyer, 2007)
SD Sounds Good, But What Exactly Does It Mean for Secondary Students in Transition? Know career alternatives • Explore opportunities for career • Assess career interests • Understand one’s strengths, preferences, interests, and needs • Compile materials that represent “who I am” and “what I • want to be” Be able to effectively communicate for purposes of self- • promotion and self-advocacy
Hmmm. Well, that’s nice but what specifically do I teach? • For starters: • Advocating for oneself when needed by using assertive, not passive or aggressive, communications • Making eye contact (at least in most Western cultures) • Using “I statements” to describe one’s position, beliefs, preferences, and rights • Clarifying one’s values and beliefs • Making decisions given evaluation of all the pros and cons, positives and negatives, advantages and disadvantages
What else? • Assuming responsibility for the consequences of decisions • Maintaining persistence and tenacity when decisions do not yield immediate, desired results • Acknowledging opinions of others that differ from one’s personal position • Remaining persistent until needs are met • Reflecting on one’s values, beliefs, decisions, responsibilities, and needs with confidence and self- awareness
That’s a lot! Do I Have to Make Up Lessons to Teach These Skills? Research shows that some teachers ARE making up their own lessons and are NOT using existing research-based curricula (Allen, 2015)
Take Advantage of Research-Based Curricula on Self-Determination • Many research-based curricula exist and are geared to learners with disabilities • These curricula are consistent with college and career ready standards • Although these curricula were field-tested with students who have disabilities, they can be used in integrated classrooms to benefit students without disabilities
What Self-Determination (SD) Curricula Might Benefit My Students? • ME! Lessons* • Whose Future Is It Anyway? (Wehmeyer, 2010) • My Transition Portfolio (Blakeslee, 2016) Assessment web sites in orange
ME! • Teaches self-advocacy and self-awareness • Referenced to Common Core • It’s free! • Lessons are scripted for teachers. Reading comprehension and conceptual level is 3 rd -5 th grade • Covers history of special education, creating my own history, IEP, rights and responsibilities, communication skills, self-awareness, advocating for my needs in high school (and after high school), developing my resources, and assessing my progress • Includes self-assessment, worksheets, resources, links, pptx, activities, etc. http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-education-materials/me- • lessons-for-teaching-self-awareness-and-self-advocacy.html • Critical evaluation of ME!
Whose Future Is It Anyway? • Helps prepare students for their IEP meetings • Includes a teacher’s guide • It’s free! • On-line lessons are read by the teacher with text and illustrations for students. Reading comprehension and conceptual level is 4 th -6 th grade • Covers preferences and interests, unique learning needs, making decisions, getting what you need, setting goals, communicating one’s needs and goals, and planning/managing meetings http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education- • materials/whos-future-is-it-anyway.html • Critical evaluation of Whose…?
My Transition Portfolio • Provides opportunity for a student to compile important transition documents (IEP, transcripts, self-assessment, resume) while learning about goals, how to express career preferences, etc. • Includes teacher lesson plans • Develops student self-determination thru self-development of portfolio in a user-friendly format • Reading comprehension and conceptual level is 3 rd -5 th grade • $35 for a text version or $2 for electronic app • Attend author’s workshop at UMTSS Conference on June 22!! • https://mykeyplans.com/ • Critical evaluation of My Transition Portfolio
What Other FREE Programs Are Available? • Choicemaker http://www.ou.edu/content/education/centers- and-partnerships/zarrow/choicemaker-curriculum.html • Includes Choose and Take Action, Choosing Employment Goals, Choosing Personal Goals, Choosing Education Goals, and The Self- Directed IEP. Generally 2 nd -3 rd grade reading level minimum • The Self-Directed IEP is especially valuable because it teaches students how to run their IEP meeting • http://www.ou.edu/content/education/centers-and- partnerships/zarrow/choicemaker-curriculum/self-directed-iep.html • 411 on Disability Disclosure http://www.ncwd-youth.info/411-on- disability-disclosure • Teaches students how and when to disclose their disability. Fifth grade reading level
Where are these SD curricula on a continuum? • Me! Lessons 6 th -8 th • Self-Directed IEP grade • Whose Future Is It Anyway? • Choice Maker 9 th -10 th • Self-Directed IEP grade • 411 on Disability Disclosure 11 th -12 th - • My Transition Portfolio OR Electronic Portfolio grade or post-high school
How can we assist students to have the necessary documentation to connect with adult agencies?
Electronic Portfolios Electronic Portfolios Why do we need them? Why do we need them?
Portfolio Lesson Plan Portfolio Lesson Plan Step 2 Teach Step 3 Step 1 Object them to use Demonstrate & Lesson “Google Drive” Do
Bread Crumb Trail Bread Crumb Trail
Portfolio Portfolio Visual Representation Visual Representation Gives a physical representation of how the folders and sub folders will look in Google Drive
PORTFOLIO CONTENTS PORTFOLIO CONTENTS Confidential & Non-Confidential Issues Career Career Classwork Educational Employment Documentation Assessments Exploration documentation UT futures UT futures Misc classwork Transcripts Resume IEP (PDF & self- research that student directed IEP), may want to Testing/Eligibility reference post Accommodations HS sheet, summary of Performance O*NET: My Career research Awards Letters of Copy of Next Move papers Reference insurance cards (car & health), shot records Club/Athletic/Servic Sample job e-Volunteer work applications Birth Cert Scholarship Video of job Copy of DL letters/applications performance
Career Research/Self-Directed IEP
SD portfolios make good sense so students are ready for college and careers. What other SD skills do students need if they want to go to college?
Self Advocating in High School Self directed IEPs
Self Advocating in College IDEA in contrast with Section 504
How does life in high school differ from college? High School College
How does life in high school differ from college? High School College I have 5 classes every day I have 3 or 4 classes and can choose what time I go My parents cook for me I have to do my own cooking I live at home I can choose where I live My parents check on my grades I’m in charge of my grades. My professors can’t talk to my parents I have curfews I can come and go when I want My parents buy all my stuff I have to get a job I have an IEP in high school ??????
IDEA in contrast to Section 504
IDEA Section 504 (ages 3-22) (all ages of pwd) This is a federal special education law for This is a federal civil rights law to stop children with disabilities. discrimination against people with disabilities. Provides individualized special education and Provides services and changes to the learning related services to meet the unique needs of the environment to meet the needs of the child as child. adequately as other students. Here are some of the most important things the A 504 plan generally includes the following: IEP must include: Specific accommodations , supports or ● Present levels of functioning services for the child ● Goals ● services ● accommodations ● modifications ● transition planning
Object lesson
Accommodations High School Yes or College No Extended time on tests Extended time on assignments Copy of the teachers notes Have the test read Shortened assignments Individual aide Minimize distractions in class Calculator Sit in the front of the room
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