g rowing s elf -d etermined a dults misty terrell low incidence facilitator leander isd
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GROWING SELF-DETERMINED ADULTSMisty Terrell
Low Incidence Facilitator
Leander ISD
WHAT’S IN IT FOR ME?
Identify the importance of self-determination and how it leads to positive adult outcomes.
Gain practical strategies to “step back” .
WHAT IS SELF-DETERMINATION?
Michael Wehmeyer conceptualizes self-determination as an educational outcome. He defines self-determination as “acting as the primary causal agent in one’s life and making choices and decisions free from undue external influences or interference” - Wehmeyer, M. L. (1996). Self-determination as an educational outcome.
WHY IS SELF-DETERMINATION IMPORTANT?
Self-determined students are likely to perform better in academics, become more involved in educational planning and transition planning, & make a successful transition to adulthood.
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).
Figure 2-1. Field and Hoffman’s self-determination model
ENVIRONMENT
Know Yourself• Dream• Know your strengths, weaknesses, needs, and preferences• Know the options• Decide what is important to you
Value Yourself• Accept and value yourself• Admire strengths that come from uniqueness• Recognize and respect rights and responsibilities• Take care of yourself
Plan • Set goals • Plan actions to meet goals• Anticipate results• Be creative• Visually Rehearse
Act • Take risks• Communicate• Access resources and support• Negotiate• Deal with conflict and criticism• Be persistent
Experience Outcomes and Learn • Compare outcome to expected outcome• Compare performance to expected performance• Realize success• Make adjustments
ENVIRONMENT
From “Development of a Model for Self-determination,” by S. Field and A. Hoffman, 1994, Career Development for Exceptional Children, 17, p. 165. Copyright ® by CDEI. Reprinted with Permission.
HOW DO YOU TEACH SELF-DETERMINATION?
A Continuum of:
CHALLENGE SUPPORT
FOCUS ON THE END GAME Begin with the end in mind
What are the future transition goals for this student/family?
Is this sustainable?
What supports/resources will be needed? What aspects of the student’s disability are you
unable to improve by teaching a skill?
BE PROACTIVE
Transition starts at Age 3!
WHAT COMES FIRST?
List the skills you are going to teach
Keep it Simple
Start Small
Break it Down
INDEPENDENCE LEVELS
Identify what students can do independently- Full Independence
Identify what students require a little bit of help with- Functional Independence
Identify what students need a lot of help with- Supported Independence
Identify what you have to do for them- Participation
THE PROBLEMS WITH PROMPTS
Prompt Dependency
Least to Most
Use visual cues and prompts
FAILURE IS GOOD FOR THEM, IT HELPS THEM GROW
Teach How to Fail
Perseverance-True Grit
What’s you’re batting average?
19 WAYS TO STEP BACK
They should have the same number of chores per week as their age.
LIFE IS A MARATHON NOT A SPRINT
Where will I live?
What job will I have?
Will I get married?
What will I do for fun?
How will I spend my money? Money Management
How will I keep my home clean? Chores
Will I drive?
What will I do when you die?
DON’T GET SUCKED IN
“It’s just faster and easier if I do it”
TEACH TO GENERALIZE
Consistency is Key
Every Day
Every Time
Every Where
LEGISLATION
Adults with Disabilities Act (ADA) is about equal access, not a guarantee of success.
There is no legislation that requires someone to be their friend or be their spouse.
There is no legislation that guarantees them a job
THE IMPORTANCE OF THE SOCIAL NETWORK
We are paid to be in their lives
“The only thing that kept me from losing job after job was the people who cared about me and knew how talented I was…” Temple Grandin-Developing Talents: Careers for Individuals with Asperger Syndrome and High Functioning
YOUR EXPECTATIONS MATTER
KEY TAKEAWAYS
Transition starts at Age 3
Be Proactive
Consistency is key
Teach how to fail
Grow the social network
REFERENCES/RESOURCES
Building a Self-Determined Future for ALL Youth -Developed by Stelios Gragoudas and Rooshey Hasnain; Collaborative Project of: The Leadership & Peer educator Training Program at the Institute for Community Inclusion (University Affiliated Program), Children's Hospital, Boston & Fitchburg State College. Contact ICI at (617)355-6506; ici@a1.tch.harvard.edu
Expressing Yourself:Assessing Self-Determination in Your Life - Self-Determination Series - UIC NRTC Self-Determination Series; copyright 2004; http://www.psych.uic.edu/uicnrtc/self-determination.htm#tools or call (312) 422-8180
Classroom Collaboration by Laurel J. Hudson, Ph.D. (Perkins School for the Blind)
Thiemann, K. (2007). Improving social communication and peer interactions of school-age children with autism. Child Language Proseminar, Child Language Doctoral program, University of Kansas.
Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: Using videotaped self modeling. Journal of Positive Behavior Interventions, 1(4), 205-214.
Lachapelle, Y., Wehmeyer, M., Haelewyck, M., Courbois, Y., Keith, K., Schalock, R., & ... Walsh, P. (2005). The relationship between quality of life and self-determination: an international study. Journal Of Intellectual Disability Research: JIDR, 49(Pt 10), 740-744.
Parker, J.G., and Rubin, K.H., Erath, S.A., Wojslawowicz, J.C., and Buskirk, A.A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti and D.J. Cohen (Eds.), Developmental psychopathology: Theory and methods (2nd ed., Vol. 1, pp. 96-161). New York: Wiley.
Wolford, P. L. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 16(3), 161.
Duncan, Amie W. and Klinger, Laura Grofer.(2010)..Autism spectrum disorders: building social skills in group, School, and community settings. Social Work with Groups. 33(2), 175 -193.
Harlacher, J. W. (2006). Classwide interventions for students with ADHD. Teaching Exceptional Children, 39(2), 6-12.
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