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Overview of Self-determination
Self-determination learning model of instruction teacher guide
Colleen A. ThomaVirginia Department of Education
Virginia Training and Technical Assistance CenterVirginia Pilot Schools (Franklin County, Richmond City,
Prince Edward County, Montgomery County)
Definition of self-determination
Acting as the primary causal agent in one’s life and making choices and decision regarding one’s quality of life free from undue external influence or interference--Wehmeyer, 1996
Later definition
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.
- Field, Martin, Miller, Ward & Wehmeyer, 1998.
Like any skill, people are at different levels
It doesn’t necessarily mean that everyone will be independent in all these tasks, or that anyone would choose to be so.
Instead, it’s about knowing where you are, and making decisions about where you want to be, and putting the pieces of supports in place to get there.
Why is this important?
Better outcomes associated with Inclusive education (do better in
academics while still in K-12 education) Post-school outcomes
Employment (more likely to have jobs, and earn more money)
Community living (more likely to live where they want)
Post-secondary education (more likely to enter and remain in college)
Why is this important?
Olmstead Supreme Court Decision States must provide options for community
living/employment if people with disabilities choose that option, and are determined to be capable
Virginia’s plan includes goal of teaching self-determination/self-advocacy skills to students with disabilities in 9th grade (and those older who have not had that training)
Okay, so we know why it’s important to teach self-determination skills
What else do we need to know?
Core Component Skills
Wehmeyer breaks self-determination down into 11 core component skills
Each make up part of what it means to be self-determined
Component Skills of Self-determination
Choice-Making Skills
Decision-Making Skills
Problem-Solving Skills
Goal-Setting and Attainment Skills
Self-Observation, Self-Evaluation and Self-Reinforcement Skills
Self-Instruction Skills
Self-Advocacy and Leadership Skills
Internal Locus of Control
Positive Attributions of Efficacy and Outcome Expectancy
Self-Awareness
Self-Knowledge.
Choice-making
Involves making a choice among two known options
Do I want to vacation at sea or at a mountain resort?
Decision making
Involves choosing among more than two known options
Example…I want a job where I work with animals and I know that those include being a veterinarian, owning a kennel, becoming a dog walker/pet sitter, and being a veterinarian technician.
Problem-solving Solution is not readily known Decision making or choice-making is
usually part of the process This is integral to the process of
implementing the self-determined learning model of instruction!
Problem-solving Process
What is the problem?
What are possible
solutions to the problem?
What are barriers to solving the problem?
What are the consequences of identified solutions?
Goal setting & attainment
This is the process of determining how you’re going to accomplish what you want.
Not just the process of setting a goal, but also figuring out how to implement it, and how to know when you’ve arrived!
Self-instruction skills
Teaching students to provide their own verbal prompts for solving an academic or social problem
Has been used successfully to solve job-and work-related problems and to teach social skills.
Self-advocacy and leadership
Self-advocacy: skills necessary to advocate for oneself. Advocate refers to being able to speak up or defend a cause or a person. Involves knowing one’s rights
(as a citizen and as a recipient of services)
Involves understanding how to be assertive, how to communicate in large groups, and how to navigate through systems and bureaucracies.
Internal locus of control
Belief that one has control over outcomes that are important to one’s life
If no internal locus of control, the belief is that reinforcement is result of outside forces: luck, fate, chance and/or powerful others.
Positive attributions of efficacy and expectancy
Self-efficacy: the conviction that one can successfully execute the behavior required to produce a given outcome
Efficacy expectations: belief that if a specific behavior is performed, it will lead to anticipated outcome
Self-awareness & self-knowledge
Know one’s owns strengths, weaknesses, abilities and limitations
Know how to utilize these unique attributions to beneficially influence one’s quality of life
We need to spend more time helping students with disabilities identify their strengths!
Focus of self-determination
Has been student involvement in IEP meetings
Great way to learn, practice, and have impact
Although they are clearly linked, they are not synonymous
Student who decides to “opt out” of bureaucratic process is demonstrating self-determination
Microsystem
This is the teaching of skills to student
This is the area where we’ve placed the majority of our focus
Not enough to focus all our efforts here!
MacrosystemExosystemMesosystemMicrosystem
Mesosystem
This is at the interaction level, and where we as teachers need to change our ways of interacting
We have to listen, and use that information to guide what we do
MacrosystemExosystemMesosystemMicrosystem
Exosystem This is the focus on the
policies and procedures that are in place that can support or be barriers to student self-determination
What do we need to do for IEP meeting process, for policies in school, etc.
MacrosystemExosystemMesosystemMicrosystem
Macrosystem
This is bigger than the school setting, with a focus on culture, laws, and mores of society
This is harder to influence, but needs to be addressed as possible supports and/or barriers to student self-determination.
MacrosystemExosystemMesosystemMicrosystem
What does this mean for us?
When you’re going through the self-determined learning model of instruction, you’re going to need to help students identify both supports and barriers to their goals at each of these levels. The success of use of this model will be in the degree to which you and students focus on each of these levels.
True or False?1. Self-determination is the same as self-
actualization (Be all that you can be!)2. Some individuals have disabilities that are
too profound for them to be self-determined
3. If self-determination isn’t taught at home, then there’s nothing we can do at school
4. If someone engages in challenging behavior, then they can’t be self-determined because we have to have more control over their day
True or False?
5. Some individuals will make inappropriate choices or choose to do nothing
6. Some individuals need a highly structured environment with planning and systemic instructional opportunities and that means we can’t allow them to make choices (i.e., be self-determined)
7. Program standards and regulations concerning education prohibits our teaching self-determination skills
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