Insructional Video Modeling Strategy: Story Mapping

Story Mapping

Notes: Strategies for Teaching Self-Determination to Adolescents with Disabilities

• self-determination is linked to feelings of competence
  
  
  Self-Determination
  
  
• being responsible for oneself
• the attitudes, abilities, and skills that lead people to define goals for themselves and to take the initiative to reach the goals 
• the capacity to choose and o have those choices be the determinants of one's actions 
• determination of one's own fate or course of action without compulsion; free will 
• one's ability to define and achieve goals based on a foundation of knowing and valuing oneself 

Components of Self-Determination

•  component elements of self-determined behavior
• choice-making skills
• can occur in every conceivable situation 
• decision-making skills 
• can be manifested in all different types of situations 
• problem-solving skills 
• analyze the problem and develop responses to the problem 
• goal-setting skills 
• identify and define a foal clearly and concretely 
• develop a series of objectives or tasks to achieve the goal 
• specify the actions necessary to achieve the desired outcome 
• independence, risk-taking, and safety skills 
• challenges themselves 
• self-observation, evaluation, and reinforcement skills 
• being able to determine one's own level of success, and reinforcing that success, can lead to success 
• self-instruction skills 
• self-teach themselves 
• self-advocacy skills and leadership 
• advocate for oneself is a vital part in gaining independence 
• internal locus of control 
• the perception individuals have about their ability to exert some control of their own life 
• individuals who say they have this feel they have this sense of control 
• positive attributions of efficacy and outcome expectancy 
• self-awareness 
• basic understanding of one's strengths, needs, abilities, and abilities 
• self-knowledge

Needs for Self-Determination Skills

• self-determination is a developmental phenomenon that changes over an individual's development
•  self-determination is impacted by the individual's interactions within the environment
• self-determination is a teachable skill 
• self-determination is desirable and valuable for individuals 
• self-determination is characterized by autonomy and self-regulation 
• self-determination is enhanced by other individuals

Teaching Self-Determination Skills

• different ways teachers teach self-determination skills 
• target one skill or a series of more complex skills 
• use children's literature 
• use literature circles 
• use direct instruction 
• use technology 
• use teaching strategies 
• use commercial programs

•  actions teachers can take to facilitate the development of self-determination skills 

• encourage self-directed learning in the classroom verses only expert-driven learning and teaching methods 
• encourage decision making with both student and teacher input 
• tap into older students' life experiences and accept individual differences, to promote autonomy 
• structure teaching and learning to be more problem centered instead of topic centered 
• use future adult roles and responsibilities and goal setting for both students and teachers 
• view education as a partnership 
• when possible, stress internal, intrinsically based motivation verses external, extrinsic rewards 
• self-awareness of strengths and needs is important 
• provide safe risks and opportunities for dialogue 
• as a rule, infused choice and anywhere and everywhere, listen and learn all the time

• primary approaches
• direct instruction
• student-led instruction 

• direct instruction 
• student-led support groups 
• self-advocacy strategies 
• integrated instructional philosophy 
• case manager approach 
• person-centered planning

• encourage decision making and problem solving

• help students understand available choices

• help students with goal setting and evaluation

•  help students realize and acknowledge their strengths and weaknesses 

Self-Determination Preparation Programs

Student Involvement in the Educational Process

• Student-led IEP meetings 
• students were involved and did contribute to meetings 
• student knew about their disability rights and their accommodations 
• students gained increased self-confidence and could advocate for themselves 
• parental participation increased

• 20 ways to involve students in IEP process

1. use your resources 
2. develop an IEP scavenger hunt that requires students to find things in their own IEP 
3. assign students the task of evaluating their IEPs to make sure they contain all the requirements of the law 
4. have students read friction featuring characteristics with disabilities and identify strengths and weaknesses of the characters 
5. work with students to help them develop vision statements for themselves 
6. get students involved in the assessment process 
7. use commercial programs such as The Self-Advocacy Strategy to help students identify potential needs, goals, and services 
8. have students write letters inviting meeting participants to attend 
9. involve students in preparing for the meeting 
10. have students write paragraphs about their strengths and needs 
11. have students take each need statement and turn it into an "I will" statement 
12. require students to meet with their parents before their IEP meeting to review the draft 
13. keep in mind that there is a range of options for involving students in IEP meeting 
14. use published curricula such as the Self-Directed IEP 
15. provide students with several opportunities to rehearse for their meetings 
16. have each student create a fact sheet that summarizes their IEP for general education teachers 
17. teach students self-advocacy and self-recruitment skills 
18. provide students with access to their IEP files 
19. teach students to self-monitor and self-evaluate their progress 
20. have students develop first-person progress reports to share with their parents and the IEP team

 

Age of Majority

• IDEA requires that students, at age of majority, assume the responsibly to make their own educational decisions, unless the student is determined incompetent by State Law
• Self-Determination Supports in Post-Secondary Educational Settings