Teaching SelfDetermination Skills to Students With Disabilities 3

Teaching Self-Determination Skills to Students With Disabilities 3 Hour Presentation Guide

Agenda • Self-Determination (SD) defined • Components of SD • Ways to assess SD • Approaches to promoting SD • Research-based SD curricula • Evidence-based practices in SD • Additional Resources 2

Pretest! 3

The Birthday Party From Jamie L van Dycke, James E. Martin, David L. Lovett, Teaching Exceptional Children. Reston Jan/Feb 2006 Vol. 38, Iss. 3 Pg. 42, 6 pgs Self-Determination Constructs 4

Self-Determination Defined • A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. • An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. • When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society. (Field, Martin, Miller, Ward, & Wehmeyer, 1998) 5

Self-Determination Definition Evolved A dispositional characteristic manifested as acting as the causal agent in one’s life. Self-determined people (causal agents) act in service to freely chosen goals. Self-determined actions function to enable a person to be the causal agent in his or her life. (Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015, p. 252) 6

Components of Self-Determination • • Choice-making: appropriately choosing between a finite number of choices Decision-making: involves choosing between unlimited options Goal-setting and attainment: ability to set appropriate goals for self and achieve the goals with actions Problem-solving: weigh pros & cons of potential actions, identify barriers to success (Algozzine, Browder, Karvonen, Test, & Wood, 2001) 7

Components of Self-Determination • • Self-awareness: awareness of own individuality, strengths, and areas for improvement Self-efficacy: understanding that own actions have an impact – you are a causal agency in your life Self-advocacy: have knowledge of self, knowledge of rights, communication skills, and leadership ability. Self-regulation: self-monitoring, self-evaluation, selfinstruction, self-management (controlling own behavior by being aware of one’s actions and providing feedback) (Algozzine, Browder, Karvonen, Test, & Wood, 2001) 8

S E L F A D V O C A C Y Knowledge of Rights Sample sub-components include Strengths Preferences Goals Dreams Interests Learning style Support needs Accommodation needs Characteristics of one’s disability Responsibilities (Test, Fowler, Wood, Brewer, Eddy, 2005) Self-awareness Sample sub-components include Personal rights Community rights Human service rights Consumer rights Educational rights Steps to redress violations Steps to advocate for change Knowledge of resources Communication • Assertiveness • Negotiation • Articulation • Body Language Sample sub-components include • Use of assistive technology • Listening • Persuasion • Compromise Leadership Sample sub-components include • Knowledge of group’s rights • Knowledge of resources • Advocating for others or for causes • Organizational participation • Political action • Team dynamics and roles 9

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 is emerging regarding the relationship between SD and positive school experiences (e. g. , higher grades, attendance, fewer behavior problems). • (Mazzotti et al. , 2016; Test et al. , 2009; Wehmeyer & Schwartz, 1997) 10

Why the emphasis on SD? • Students with higher levels of self-determination achieve better post school outcomes in the areas of education and employment (Halpern et al. , 1995; Wehmeyer & Schwartz, 1997) • Research suggests a need for more interventions in educating students with disabilities about the IEP process and their participation in these meetings (Martin et al. , 2006; Kelley, Bartholomew, & Test, 2011) • Self-determined students are more likely to actively participate in the teaching process and make the job of teaching more enjoyable and meaningful for teachers (Kohn, 1993) 11

You have the WHYS and the WHATS… so, now the question is HOW? ? ? 12

Is SD Reflected In Your School or District’s Program? • Using the predictors of post-school success to assess the quality of your work to promote self-determination 13

Transition Services & Predictors Self-Determination/Self-Advocacy Operational Definition: • ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals, and accept consequences of one's actions. Rowe, D. A. , Alverson, C. Y. , Unruh, D. , Fowler, C. , Kellems, R. , & Test, D. W. (in press). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals.

Transition Services & Predictors: Self-Determination/Self-Advocacy Predictor Program Characteristics • Utilize a student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy • Collaborate with general education teachers to embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills • Ensure all students, including those with significant disabilities, have a functional communication system to engage in choice making, problem-solving, goal setting, taking initiative to reach goals, and accepting consequences for one’s actions

What about SD at the classroom and student level? 16

Assessing Self-Determination Purpose: to provide information about readiness to make decisions related to future ambitions and help students identify relative strengths and limitations related to selfdetermination Examples: 1. The Arc’s Self-Determination Scale 2. Self-Determination Assessment Battery 3. Choice Maker Self-Determination Assessment 4. AIR Self-Determination Scale 5. Self-Determination Inventory 17

The Arc Self-Determination Scale • • • Developed by: Wehmeyer & Kelchner, 1995 Target population: middle and secondary students with Behavioral/Emotional Disorders, Mild ID, LD, Speech/Language Impairments, Developmental Disabilities, OHI, Orthopedic Impairments Measures: choice-making, decision-making, problemsolving, self-awareness, self-regulation, goal setting & planning, self-efficacy Data collection options: student self-report Price: free Link: ARC Self-Determination 18

Self-Determination Assessment Battery • • • Developed by: Hoffman, Field, & Sawilowsky, 1996 Target population: Secondary students with mild to moderate disabilities Measures: decision-making, problem-solving, selfawareness, self-advocacy, goal setting & planning, learning from mistakes, risk taking Data collection options: Student, parent, teacher interviews, student self-report, and behavioral observation Price: free Link: Field Hoffman Self-Determination Assessment Battery 19

Choice. Maker Self-Determination Assessment Developed by: Martin & Marshall, 1996 Target population: middle and secondary students with Learning Disabilities and Emotional/Behavioral Disorders Measures: choice-making, decision-making, problemsolving, self-awareness, self-advocacy, goal setting & planning Data collection options: student skills rated on opportunities observed at school Price: free Link: Choice. Maker 20

AIR Self-Determination Scale Developed by: (Wolman, Campeau, Du. Bois, Mithaug, & Stolarski, 1994) Target population: all school-age students with and without disabilities Measures: choice-making, self-regulation, selfawareness, self-advocacy, goal setting & planning Data collection options: rating scales for teacher, parent, and student Price: free Link: AIR Self-Determination 21

Self-Determination Inventory Developed by: Shogren, Wehmeyer, Little, Forber-Pratt, Palmer, & Seo (2017) Target population: all school-age students with and without disabilities Measures: volition action (i. e. , autonomy, self-initiation), agentic action (i. e. , self-direction, pathways thinking, selfregulation), and action-control beliefs (i. e. , psychological empowerment, self-realization, control expectancy) Data collection options: rating scales for teacher, parent, and student Price: free Link: Self-Determination Inventory 22

• • SD skills to assess Disability awareness Knowledge of rights Ability and opportunity to make choices Weigh options and make decisions Identify steps toward a goal Identify solutions/steps to overcome barriers, negotiate problems Manage timelines, monitor own behavior Transition Assessment: the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Sitlington, Neubert, & Leconte, 1997/DCDT Definition 23

Approaches for Promoting SD Directly teaching skills or enhancing knowledge • Embedding instruction into the general curriculum • Using student-driven IEP and transition planning • Using person-centered planning • Explicit Embedded Process 24

Directly Teaching Skills Choice-making • Problem-solving • Self-awareness • Self-management (self-monitoring, selfrecording, self-graphing…) • Discuss with an elbow partner: How do you teach these component skills explicitly? 25

Directly Teaching Skills • Choice. Maker Curriculum Package • Self-Determined Learning Model of Instruction 26

Choice. Maker • Population: • • Students with mild to moderate disabilities Grades six through adult • Purpose: • Designed to teach students self-determination skills to be successful in adult life • Cost: Free from the Zarrow Center • Link: Choice Maker Curriculum 27

Choice. Maker continued Content: • Includes 3 Strands: • Choosing Goals • Expressing Goals • Taking Action • Addresses 4 transition areas: • Education/training • Employment • Independent Living • Recreation and Leisure 28

Choice. Maker Curriculum & Lessons Strands Goals Modules Choosing Goals a. Student interests b. Student skills and limits c. Student goals Choosing education goals Choosing employment goals Choosing personal goals Choosing daily living, housing, and community goals Expressing Goals a. Student leading meeting b. Student reporting Self-Directed IEP Taking Action a. b. c. d. Take Action Student plan Student action Student evaluation Student adjustment 29

Self-Determined Learning Model of Instruction (SDLMI) • • Mazzotti et al. , (2012, 2013) Wehmeyer, Shogren, Palmer, Williams-Diehm, Little, & Boulton, (2013) Three phases: • Phase 1: Set a Goal • Phase 2: Take Action • Phase 3: Adjust Goal or Plan • Used for setting academic, transition, and behavior goals 30

Self-Determined Learning Model of Instruction (SDLMI) All levels of disability Free and adaptable Ages K-12 Link: SDLMI from KU Typically taught using teacher-directed instruction Provides teachers with a research-based method for teaching goalsetting skills to students • Used to teach students with a range of disabilities across all grade levels (Agran, Blanchard, & Wehmeyer, 2000) • • • 31

Self-Determined Learning Model of Instruction (SDLMI) • Self-determination skills taught: • Goal-setting • Problem-solving • Decision-making • Self-regulation/self-management • SDLMI includes three instructional phases: • setting a goal (phase 1) • making a plan to address the goal (phase 2) • evaluating changes to successfully meet the goal (phase 3) 32

Adapted

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Embedding SD Instruction In the General Curriculum • Examples: • Go 4 It…Now! • Self Regulated Strategy Development • Self-Determined Learning Model of Instruction (SDLMI) 35

GO 4 IT…NOW • • Research-based approach: Konrad et al. (2006); Konrad & Test (2007); Konrad et al. (2017); Mc. Connell et al. (2015) High-school students with learning disabilities, emotional and behavioral disabilities, and OHI showed improvement in their abilities write IEP goal paragraphs and other types of expository paragraphs Self-determination components addressed: goal-setting, self-awareness, and self-regulation ELA skills addressed: writing for a variety of purposes, paragraph writing 36

Embedding SD in Instruction GO 4 IT…NOW! • Uses a mnemonic device to help students write 6 -sentence goal paragraphs • Can be applied to other types of paragraph writing Goals Objectives 4 (4 objectives) Identify Timeline Name your topic Order your steps Wrap it up and restate topic 37

SRSD to Teach Writing Six stages of SRSD: 1. Develop background knowledge 2. Discussing the strategy 3. Model the strategy 4. Memorize 5. Collaborative support 6. Independent practice Mnemonics with SRSD: Pick idea Organize notes Write and say more __________ Topic Sentence Reasons Explanations Ending 38

Additional Examples of Embedding SD in Instruction Extended Standard: Reading: Key Ideas and Details Describe the feelings of characters in a story; sequence events. (similar to Grades, 3, 5, and 6 [with more detail]) Academic Context: To Kill a Mockingbird Real life Skill: Self-Determination (selfawareness) Instruction: Identify 4 main characters and match them to sequenced events. Match the events to the character’s feelings. Have students match events in their life to their feelings.

More Examples… Standard: Speaking & Listening Grade 9 - 10: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Academic Context: Identity project Graduation plan development Research project Instruction: Student prepares to present at his/ her IEP meeting. Real life Skill: Self-Determination Communication

…and More… Standard: Writing, Grade 11 – 12: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (bolded text = Grade 6) Academic Context: Identity project Graduation plan development Research presentation/ paper Instruction: Student prepares to present at his/ her IEP meeting. Real life Skill: Self-Determination Communication Career Awareness

Share How You Might Develop a Lesson to Do Any of the Following… • Describing one’s interests, strengths, needs, present level of performance (reading informational texts, speaking & listening, writing) • Providing input on school & post-school plans needs (reading informational texts, S&L, writing) • Accepting responsibility for where improvement is needed (across academic standards) • Engaging in goal setting and goal attainment activities (across academic standards) • Evaluating one’s progress (across academic standards)

Student Driven IEP and Transition Planning Making sure the student attends and is PREPARED for participating in their IEP meetings • Important step in transferring decision-making power to students • Teaching students about the IEP and its use in guiding their future • Remember that ALL students are capable of participating • 43

• • • Published Curricula to Teach Student Involvement Me! Self-Directed IEP Self-Advocacy Strategy Take Charge Whose Future Is It Anyway? 44

Me! Teaching Self-Awareness & Self-Advocacy • • • Students with mild to moderate disabilities Ages 14 -21 Free Link: Zarrow Center from University of OK Purpose: • To teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills • Students develop a portfolio to help them transition from high school to postsecondary settings 45

Me! Units • • • Unit 1: Getting Started: Self-awareness & Self-advocacy Unit 2: Learning About Special Education Unit 3: Understanding My Disability Unit 4: Understanding My Individualized Education Program Unit 5: Understanding My Rights & Responsibilities 46

Me! Unit 1: Getting Started Unit Purpose: • To familiarize students with the concepts of self-awareness and self • • • advocacy Provide students opportunities to identify and discuss their strengths and needs Help students identify questions they have regarding self-awareness and self-advocacy Includes 2 Lessons: • Lesson 1: Understanding Self-Awareness & Self-Advocacy • Lesson 2: Understanding What It’s all About 47

Me! Lesson 1: Understanding Self. Awareness & Self-Advocacy Objectives: • Define self-awareness and self-advocacy • Identify examples of self-awareness and self-advocacy • Identify personal strengths, weaknesses, likes, and dislikes • Use retelling skills to participate in oral presentation (Extension Activity) • Complete the ME! Scale Materials: • Understanding Self-Awareness and Self-Advocacy worksheet • Student ME! Scale • Parent/guardian YOU! Scale 48

Me! Lesson 1: Understanding Self. Awareness & Self-Advocacy • • ME! Scale Pre-test 49

You! Lesson 1: Understanding Self. Awareness & Self-Advocacy • YOU! Scale • Pre-test 50

Me! Unit 1: Knowledge Quiz 51

11 Steps to the Self-Directed IEP Consists of 11 sequential lessons: 1. Begin Meeting by Stating the Purpose 2. Introduce Everyone 3. Review Past Goals and Performance 4. Ask for Others’ Feedback 5. State your School and Transition Goals 6. Ask Questions if You Don’t Understand 7. Deal with Differences in Opinion 8. State the Support You’ll Need 9. Summarize Your Goals 10. Close Meeting by Thanking Everyone 11. Work on IEP Goals All Year Zarrow Center Link: Self-Directed IEP • Self-Directed IEP Description (pdf) • Self-Directed IEP Teacher Manual (pdf) • Self-Directed IEP Student Workbook (pdf) • Educator or Student-Directed IEP presentation (ppt) 52

The Self-Advocacy Strategy: I-PLAN • I - Inventory completed by students listing their strengths, weaknesses, learning needs, goals, and choices. • P - Provide your inventory involves identifying appropriate time for individual to share information during the conference, speaking clearly and completely. • L - Listen & Respond addresses being an active listener and responding to statements made by others in a positive manner. • A - Ask questions focuses on asking appropriate questions to gather needed information. • N - Name your goals to communicate goals and ideas on actions to be taken. 53

Whose Future Is It Anyway? Content: • • • Section 1: Getting to know you Section 2: Making Decisions Section 3: How to Get What You Need Section 4: Goals, Objectives and the Future Section 5: Communicating Section 6: Thank You, Honorable Chairperson 54

Whose Future Is It Anyway? Chapters: • Planning Meeting; Choosing People to Attend; Preferences & Interests; Disabilities; Unique Learning Needs; Supports • Introduction to DO IT!; Steps 1 & 2; Steps 3 & 4; Using DO IT!; Real Life Stories; Informed Consent • Community Resources in your plan; for work; for more school; for living; for fun; you want • Identifying goals in your plan; for work; for more school; for living; for fun; Keeping track of your goals • Communicating in small groups; Body language & assertiveness; Advocating & appealing; Timing & persuasion; Keeping your ideas out there; Listening and the team • Different kinds of meetings; Step to a planning meeting; Good team member; Managing the meeting; Reviewing all the steps 55

Person-Centered Planning A facilitated process designed to plan and develop supports to meet the specific desires of the focal person 1. 2. A group (or circle) of individuals is identified by the student and family who have an interest in funding or providing supports for the student. The group meets at a place convenient for all members (often a home or restaurant) to develop a plan 56

Person Centered Planning Mc. Gill Action Planning System (MAPS) 1. 2. 3. 4. 5. 6. 7. 8. What is the individual’s history? What is your dream for the future? What is your nightmare? Who is the individual? What are the individual’s strengths, gifts, and abilities? What are the individual’s needs? What does the individual’s ideal day at school look like? What must be done to make it happen? *video 57

Person Centered Planning Alternative Tomorrows with Hope (PATHS) 1. 2. 3. 4. 5. 6. Create a clear picture or vision of where you want to be Identify your goals—focus for the next year Ground yourself in the now Identify people to enroll on the journey Recognize ways to build strength Chart Action Steps needed to achieve your goal 58

Person Centered Planning Personal Futures Planning 1. 2. 3. 4. What are this individual's preferences and strengths? What does the individual want? What choices does he or she make? What things do we know work well from that person's perspective? 5. What obstacles stand in the way of reaching an ideal outcome? 6. What solutions are there for overcoming obstacles? 59

Person Centered Planning Whole-Life Planning 1. Organizing the planning process, which planning, when and where it will take place, and the role of the facilitator 2. Developing a personal profile, including the places, people, and activities in a person's life 3. Building a vision, which involves highlighting major, recurring themes from the personal profile that point the way to a desirable future for the individual and developing vision statements 4. Developing action plans, which involve specific and immediate actions to implement goals 5. Supporting networks and plans, which include involves deciding who will participate in the follow-up meetings to evaluate progress. 60

More Ideas to Incorporate SD • Have students set daily goals in the classroom that tie to learning objectives • Allow them the monitor their own behavior • Wait for/teach them to ask for help • Offer opportunities throughout the day for students to make choices 61

Creative Ways to Be Involved In or Lead Meetings • Creating invitations • Present work samples/pictures/drawings/collages/portfolios/ videos • Introductions • Developing/facilitating the agenda • Asking prepared questions • Scripting parts (e. g. , PINS) • Presenting via Power. Point or E-tools 62

Student Skills Learned through IEP Development/ Student Participation Strategies Participating in & contributing to transition planning transition assessment goal setting Participating in & Leading IEP meetings disability awareness knowledge of IEP components self-advocacy 63

Why is Teaching Self-Determination Skills Worth the Effort? 64

Posttest 65

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