Supported Decision- Making From Theory to Practice: Jonathan - PowerPoint PPT Presentation

Supported Decision- Making From Theory to Practice: Jonathan Martinis Senior Director for Law and Policy Special Education and The Burton Blatt Institute at Syracuse University Vocational Rehabilitation Co-Project Director, National Resource Center for Supported Decision -Making

Article of Faith Students who have self-determination skills are more likely to successfully make the transition to adulthood, including improved education, employment and independent living outcomes. - Wehmeyer & Schwartz, 1997 2

R IGHTS =C HOICES C HOICES =S ELF D ETERMINATION  Life control  People’s ability and opportunity to be “causal agents . . . actors in their lives instead of being acted upon” - Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000

B ENEFITS OF S ELF -D ETERMINATION People with greater self determination are:  Healthier  More independent  More well-adjusted  Better able to recognize and resist abuse - Khemka, Hickson, & Reynolds, 2005; O’Connor & Vallerand, 1994; Wehmeyer & Schwartz, 1998

A ND Y ET : 1,500 Y EARS AND C OUNTING  Ancient Rome : “Curators” appointed for older adults and people with disabilities.  5 th Century Visigothic Code : “people insane from infancy or in need from any age . . . cannot testify or enter into a contract“  Feudal Britain : divided people with decision-making challenges into “idiots” and “lunatics” and appointed “committees” to make their decisions

G UARDIANSHIP IN THE U.S. “Plenary” or “Full” Guardianship  Gives the Guardian power to make ALL decisions for the person.  Used in the VAST Majority of cases  “As long as the law permits plenary guardianship, courts will prefer to use it .” - Frolik, 1998

W HEN P EOPLE A RE D ENIED L IFE C ONTROL Study after Study shows:  “[F]eel helpless, hopeless, and self-critical” - Deci, 1975  Experience “low self-esteem, passivity, and feelings of inadequacy and incompetency,” decreasing their ability to function - Winick, 1995

R ESEARCH People under guardianship can experience a “ significant negative impact on their physical and mental health, longevity, ability to function, and reports of subjective well-being” - Wright, 2010 National Resource Center for Supported Decision-Making 8 EVERYONE has the Right to Make Choices

O N T HE O THER H AND People with disabilities who exercise greater self-determination have a better quality of life , more independence, community integration, and safety. - Powers et al., 2012; Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2014; Wehmeyer and Schwartz, 1997; Wehmeyer & Palmer, 2003; Khemka, Hickson, and Reynolds, 2005 National Resource Center for Supported Decision-Making 9 EVERYONE has the Right to Make Choices

AND People with Intellectual and Developmental Disabilities who do NOT have a guardian are more likely to:  Have a paid job  Live independently  Have friends other than staff or family  Go on dates and socialize in the community  Practice the Religion of their choice 2013-2014 2017-2018 National Resource Center for Supported Decision-Making 10 EVERYONE has the Right to Make Choices

S O , W HERE DO W E G O F ROM H ERE ? If :  We KNOW that some people need more support as they age or due to disability  We KNOW that guardianship can result in decreased quality of life and  We KNOW that increased self-determination leads to improved quality of life Then we need a means of INCREASING self- determination while STILL providing support National Resource Center for Supported Decision-Making 11 EVERYONE has the Right to Make Choices

A W AY F ORWARD : S UPPORTED D ECISION -M AKING “ a recognized alternative to guardianship through which people with disabilities use friends, family members, and professionals to help them understand the situations and choices they face, so they may make their own decisions without the “need” for a guardian.” - Blanck & Martinis, 2015 National Resource Center for Supported Decision-Making 12 EVERYONE has the Right to Make Choices

A Way to Self-Determination: The A Way to Self-Determination: The Individuals with Disabilities Education Act Individuals with Disabilities Education Act “Under IDEA, schools must ensure that students in special education receive services reasonably calculated to enable the child to receive educational benefits.“ Board of Education v. Rowley , 458 U.S. 176 (1982) 13

W HAT ARE E DUCATIONAL B ENEFITS ?  Providing students with a Free Appropriate Public Education?  Educating students in the Least Restrictive Environment?  Helping students with disabilities access the general curriculum?  Increasing inclusion? 14

These are Educational Benefits! Purpose of the IDEA: “to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” 20 U.S.C. § 1400(d)(1)(A) (emphasis added). 15

Therefore Self determination is the ultimate goal of education - Halloran, 1993 Promoting self-determination is a special educational “best practice” - Wehmeyer & Hughes, 1998 Schools should focus on improving students’ ability to set goals, solve problems, make decisions and advocate for themselves and, just as importantly, to give students the opportunity to exercise these skills. - Wehmeyer & Gragoudas, 2004 16

And Yet And Yet The “Default Option” The "Default Option"  School personnel are the most frequent source of recommendations that parents seek guardianship/conservatorship - Jameson, et al, 2015  School personnel recommending guardianship/conservatorship often don’t discuss alternatives like SDM with parents – Jameson, et al., 2015 17

Shut Down the On Ramp  Effective Special Education Advocacy MUST focus on Self- Determination.  If Self-Determination is the “Default Option” Guardianship isn’t even a consideration! 18

Start Early  Self-Determination and Decision- Making should be written into IEPs AS SOON AS POSSIBLE .  DC Public Schools includes it in pre-K! 19

D ISTRICT OF C OLUMBIA P UBLIC S CHOOLS  Teaches students as young as 3 to use SDM and “build networks of support . . . to ensure that they are familiar with the process and utilize it in day to day activities.” Sets an important precedent and pattern.  Works with parents to help them “extend skills related to building supportive networks.”  Parents can then help students understand “it is fine to advocate for supports and seek assistance if questions arise.” - Downing-Hosten, P., 2015 20

Self-Determination: Self-Determination: Make it a Goal Make it a Goal IEP goals/objectives related to self- determination:  For every goal, there should be an application of self-determination to get there.  “I statements” in IEP goals and objectives to get student involvement and accountability 21

Examples: Behavior Goals  Instead of: "The Student will use proper grammar 75% of the time." Try  “I will work with my teacher to pick subjects I am interested in and write stories, using proper grammar in at least 3 out of every 4 stories.” 22

Your Turn: Writing Goals  Write an "I Statement" to improve this goal: "The Student will reduce the number of times she is tardy by 50%.” 23

Creating and Reaching Those Goals: Creating and Reaching Those Goals: The Student Led IEP The Student Led IEP THE STUDENT actually engages in self- determination THE STUDENT can practice different decision- making methods in a “safe environment” THE STUDENT leads meeting THE STUDENT Identifies goals and objectives with assistance from professionals and people THE STUDENT invites 24

D OESN ’ T T HAT S OUND L IKE SUPPORTED DECISION-MAKING 25

T HE S TUDENT L ED IEP I S C ONSISTENT WITH R ESEARCH  Students who led their IEP meetings “gained increased self-confidence and were able to advocate for themselves, interacted more positively with adults, assumed more responsibility for themselves, [and] were more aware of their limitations and the resources available to them.” - Mason, C. Y., McGahee-Kovac, M., & Johnson, L., 2004 26

SDM and Self-Determination: SDM and Self-Determination: Sounds Great, How Do I Get it? Sounds Great, How Do I Get it? Ask Early  What is your school district’s policy on developing self-determination and decision-making skills?  Request self-determination goals  Student Involved in IEP Process from Day 1 27

Evaluations  Parents have a right to request evaluations for ANYTHING. - 20 USC 1415(b)(1)  We already know that FAPE includes “special education and related services designed. . . prepare them for . . . independent living.” - 20 U.S.C. § 1400(d)(1)(A) 28

“Dear School” “I believe STUDENT has limitations in self- determination and decision-making that are keeping STUDENT from making educational progress, including preparing STUDENT for independent living. Pursuant to 20 USC 1415(b)(1) and I ask that you conduct an evaluation of STUDENT to determine if this is so and what services will help STUDENT overcome the limitations.” 29