“promoting interdependence; spreading self-determination”
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“Promoting Interdependence; Spreading Self-Determination”. Capacity-Building for Students with Disabilities School In-service. Independence vs. Interdependence. Traditional notion of independence is that “assistance is considered a deficit.” - PowerPoint PPT PresentationTRANSCRIPT
““Promoting Interdependence; Promoting Interdependence; Spreading Self-Determination”Spreading Self-Determination”
Capacity-Building for Students with DisabilitiesCapacity-Building for Students with DisabilitiesSchool In-serviceSchool In-service
Independence vs. Interdependence
• Traditional notion of independence is that “assistance is considered a deficit.”
• Interdependence recognizes that assistance with certain tasks is necessary for complete autonomy. (from: About a Lifecourse Approach, CanChild website)
• WE ALL NEED SUPPORT!
Interdependence and Capacity
• Interdependence emphasizes capacity as the ultimate goal instead of independence.
• Capacity is the actual ability to perform a task whether this requires assistance from another person or not.
• Capacity must be seen as a lifespan approach.
Interdependence – Sample Goals
• Within one year, Leon will use his rolling walker to walk 300 ft. from the auditorium to the classroom, verbally requesting appropriate assistance to hold open the door to exit auditorium. Success will be measured by Leon’s ability to arrive on time in homeroom after weekly auditorium assembly 3 times a week, in a 3 week period per teacher, or paraprofessional report.
• Within one year, Faygie will be able to make regular appointments with her wheelchair clinic for follow-up equipment care. Success will be measured by Faygie’s ability to convey the appointment date, location, and contact person’s name and number to therapist, parent or teacher.
What Does a Student Need to Be Interdependent?
1. Self-Determination
2. Social Support
1. Self-Determination
• ability to set goals and act on them• ability to make choices/decisions• requires self-awareness, self-monitoring• know how to apply strengths• know how to compensate for limitations
Elements of Self-Determination
• Skills– Choice-making– Problem-solving– Decision-making– Goal-setting and attainment– Self-regulation (self-observation, self-evaluation &
self-reinforcement )– Self-advocacy and leadership
• Attitude– Perceptions of control– Self-efficacy– Self-awareness and self-knowledge
Developing Self-Determination
• Encourage: – participation in class/school activities that include
planning, organization, research and presentation– taking on leadership roles– allow students to set & plan to attain their own goals– teach students to monitor their own progress and modify
actions as needed– participation in IEP meetings– school-based services must be student-directed
• Modeling, role-playing, feedback, direct instruction
• http://www.nsttac.org/ebp/EBPractices/TeachingSelfDeterminationSkillsGP.aspx
Self-Determination Skills Develop Throughout a Person’s Lifespan
Choice-making
Problem-solving Goal-setting & attainment with adult assistance Self-regulation
Goal setting & attainment with less adult assistance Decision-making with adult assistance Self-advocacy Better self-awareness and self-knowledge Better perception of control & efficacy
Decision-making All elements are coming together
AGEAGE
2-52-5
6-86-8
9-119-11
12 & up12 & up
Developing Self-Determination
Studies have shown direct correlation between self-determination skills and a student with disability’s capacity to succeed in school and in transitioning to an adult life. This includes employment and independent living.
http://nasetalliance.org/youthdev/research.htm
http://www.nsttac.org/ebp/student_development.aspx
2. Social Support
• Participation in societal roles, by definition, cannot be done in isolation
• Interaction with others is essential• A disabled individual may require more support;
therefore he/she (or the family/caregiver) must know how to advocate for him/herself
Developing Social Support
• join clubs, support groups, activity groups
• train student, parents and caregivers on: – concept of interdependence and capacity, as
early in life as possible– advocating for student’s needs (self-advocacy)– allowing student to perform to his/her optimal
level; then, if needed, assist the student to augment his/her effort.
• involve the community
Implications to PT
• Promoting self-determination requires a change from:
Student-focused
PT Services
Student-directed
PT Services
Student-Directed PT Service
TOTAL Therapy Activities
The Balance of Capacity
The Balance of Capacity
For:-students with milder disability-tasks that are easy
The Balance of Capacity
For:-students with more severe disability-tasks that are more difficult
Implications for OTs/PTs
Collaborative Consultation• An essential role of OTs and PTs working in
the schools is collaborative consultation with other school staff and parents/guardians.
• This may or may not require OT/PT services to be mandated on the IEP.
• Therapists may participate in transition planning as needed.
Implications for OTs/PTs
Treatment Options:
1.Remediation of student’s body structure/ function, skills and behaviors.– e.g. strengthening, stretching, exercises– Includes activities done in therapy room– Requires that student demonstrates potential for
change and readiness for acquiring new skills– Typically, more appropriate for younger children
Implications for OTs/PTs
Treatment Options:
2. Compensation of task and environment– e.g. wheelchair, slant board, specialized seating– Includes activities and materials incorporated into
classroom/school routine that are implemented in collaboration with teacher, paraprofessional or other school staff
– Pros:• Immediate independence
(or decreased dependence on others)• Improved self-esteem• Less pull-out from peers & class activity• Less direct one-on-one time
Implications for OTs/PTs
Treatment Options:
3. Teaching student and parent/guardian how to seek assistance (self-advocacy skills)– Ability to identify person(s) that can assist– Ability to explain how the person can assist– Students with more severe disabilities would
require more assistance from parent/guardian to advocate for their needs
Implications for the School Community
• School staff needs to know the concepts of interdependence, capacity & self-determination
– Allowing students to participate in the IEP process including setting goals and determining assistance & accommodations needed.
– Teaching student self-advocacy skills instead of providing students with assistance before they even ask for it
• Teaching “how to fish” vs. “giving the fish”
– Allowing student to perform to his/her optimal level; then, if needed, assist the student to augment his/her effort.
Implications for the School Community
• Encourage student participation and leadership roles in class, school and after-school activities and in IEP meetings
• PT services may be provided via different methods including:– integration of sessions into actual class/school
activities– collaborative consultation with teachers and other
school staff – participation in transition planning as needed
Implication for Parents
• Child should be provided with opportunities to develop self-determination:– Participate in community clubs, activity groups– Allow children to make choices and decisions; and to
learn consequences from these choices and decisions– Chores reinforce the notion of interdependence (e.g.
family members help each other). Have children choose a task they can help in
– Allowing child to perform to his/her optimal level; then, if needed, assist the child to augment his/her effort. Encourage child to advocate for self.