self-determination: moving it forward in our schools larry kortering:...
TRANSCRIPT
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WHERE AM I COMING FROM?
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DEFINING SELF-DETERMINATION
(what others say)
• A basic human right (along w/ respect, dignity, choice)
• Basis for the U.S. Constitution (self-determined country)
• When students get to exercise choice when making meaningful decisions affecting quality of life
• It is the basis for self-advocacy
• It is the basis for successful learning and college success
• It is one of the top skills demanded by tomorrow’s employers
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Key Historical Underpinnings
• Philosophical history dates back to the 19th Century discussions on determinism and free will
• Wolf Wolfensburger (1972) includes self-determination as a central feature to his ideas on normalization
• People become viewed as ‘authors’ of their behavior (beginning in the 1980’s and beyond)
• More recent developments in the medical field in terms of patient outcomes (including critical and life-ending care) and motivational theories in the world of business
• The current evidence base in special education is compelling:• Goal attainment• Active participation in the IEP• Access and success in general education• Success in college
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THIS MUST BE OUR GOAL?
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Where I am taking you
• PROVIDE YOU WITH A COMPELLING CASE FOR INCORPORATING SELF-DETERMINATION
• PROVIDE FOR A CONCEPTUALIZATION OF HOW IT APPLIES TO STUDENTS WITH MORE INVOLVED OR LOW INCIDENCE CONDITIONS (e.g., intellectual disabilities, autism)
• PROVIDE A CONCEPTUALIZATION OF HOW IT APPLIES TO STUDENTS WITH HIGH INCIDENCE CONDITIONS (insert state terms)
• PROVIDE AN OVERVIEW OF RESOURCES (and where to get much more)
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SOME REASONS FOR FOCUSING ON
SELF-DETERMINATION
EVOLVING NATURE OF OCCUPATIONS IN THIS COUNTRY
THE IMPORTANCE OF GETTING A COLLEGE DEGREE FOR AS MANY STUDENTS AS POSSIBLE
$$$$$$$$$$
THE KEY TO ALL THIS IS HELPING YOUR STUDENTS TO BE EMPOWERED IN THE REAL WORLD (they do leave us)
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EVOLVING NATURE OF
‘competitive’ OCCUPATIONS
TODAY'S ADULT• On average, you will
have 5 – 7 different jobs
• Nearly 33% of you will stay with a given employer for over 20 years
• Those of us over 50 can remember friends who dropped out and still found ‘decent’ jobs
TODAY’S TEEN
• Can expect to have 25 or more different jobs as an adult
• Less than 10% of them will stay with a given business for over 10 years
• 23 of the 25 fastest growing jobs require 2 or more years of college
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A COLLEGE DEGREE
Your students that graduate with a four-year degree will earn $1.2 million more over 40 years of employment than peers who drop out of high school
If they complete high school, they will earn $380,000 more than friends that drop out
A household headed by a college graduate will have 12 times the net worth of a high school graduate, probably 30 times more than one headed by school dropout
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YOUR I.O.U. ($$$$$)
• As a U.S. citizen, regardless of age, you already ‘own’ over $52,321 in national debt
• 1950: 16 retirees for every taxpayer; • 2010 - 2.8 and • 2030 – projected to be 2.0 or less
• How are we going to pay this off w/o former students who ‘seek’ and ‘secure’ productive careers that pay good money and have benefits?
• Tomorrow’s world of work demands self-determined employees?
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KEY ELEMENTS BEING EMPOWERED
• UNDERSTANDING YOUR TALENTS, INTERESTS, LIMITATIONS, AND PERSONALITY
• REGULAR OPPORTUNITIES TO BE SELF-DIRECTED (taking control)
• A LEVEL OF CONFIDENCE IN TAKING OWNERSHIP FOR SELF-DIRECTION
• CREATING PROGRAMS THAT PROVE RESPONSIVE TO OUR STUDENTS
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SD AND OUR STUDENTS WITH
MORE INVOLVED CONDITIONS
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SD BEGINS WITH ASSESSMENT
1. Independent Living
2. Vocational Interest and Skills
3. Self-Determination Assessment
13
Most tools are informal, but inexpensive
For those with the most involved disabilities, most tools rely on care giver, educator or parent report
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Independent Living Assessments
• Personal Preference Indicators (PPI; informal)• Adult Living and Employment Versions
• Supports Intensity Scale (formal, $$)• Used by many adult service programs
• Enderle-Severson Transition Assessments (informal, $)• Helps with Indicator 13 goals
• Life Skills Inventory now Transition Skills Inventory (Brigance, $$$)
• Casey Life Skills• On-line and free 14
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Personal Preference Indicators
• Adult Living and Employment Supplement• Interview format • Family members, friends, professionals who
know student well• Likes, dislikes, social indicators, choices• Health, body clock, future
• http://education.ou.edu/zarrow/
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CURRICULAR OPTIONS
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TO WORK OR NOT TO WORK
RESOURCES• SSA Redbook: http://www.ssa.gov/redbook/
• PASS Cadre: http://www.socialsecurity.gov/disabilityresearch/wi/passcadre.htm
• PASS resource: www.passonline.org
• Medicaid Thresholds: http://www.socialsecurity.gov/disabilityresearch/wi/1619b.htm
• Service Providers: Get Workhttps://secure.ssa.gov/apps10/oesp/providers.nsf/bystate
• Substantial Gainful Activity Site: http://www.ssa.gov/oact/cola/sga.html
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SUMMARY
• IT ALL BEGINS WITH ASSESSMENT TO FIGURE WHERE WE ARE AND NEED TO GO
• PROCESS FOR BEING RESPONSIVE TO WHAT WE LEARN ABOUT AND FROM OUR STUDENTS
• HOW DO WE INFUSE IT INTO OUR CURRICULUM:• FORMAL CURRICULUM PACKAGES• SCHOOL AND OUT OF SCHOOL EXPERIENCES• BRINGING FAMILIES ON BOARD• IN SCHOOL ACTIVITIES DO NOT EQUAL
WORKSHEETS?
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QUESTIONS
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SD AND STUDENTS WITH
HIGH INCIDENCE
CONDITIONS?
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HOW DO WE WORK WITH THESE STUDENTS
• OPPORTUNITIES TO TAKE CHARGE OF THEIR LEARNING
• STAND AND DELIVER WAS A GREAT MOVIE BUT WE NEED A BETTER APPROACH
• ENGAGE THEM IN LEARNING• TECHNOLOGY• RELEVANCE• SUCCESS
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OPPORTUNITIES TO BE SELF-DETERMINED
*CHOOSING THEIR COURSE WORK
*LINING UP SUMMER OR WEEKEND JOBS
*MAKING CHOICES IN THEIR ACADEMIC CLASSES
*DEVELOPING THEIR IEP
*DEVELOPING THEIR SUMMARY OF
PERFORMANCE
*OPPORTUNITIES TO PARTICIPATE IN THEIR
TRANSITION ASSESSMENT
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THEY NEED A SENSE OF
CONFIDENCE TO TAKE CHARGE OF THEIR LEARNING
DIRECTING YOUR OWN LEARNING IS A KEY TO
ENGAGEMENT AND SUCCESS (academics and life)
STRUCTURE WITH UNIVERSAL DESIGN FOR LEARNING IN MIND
(learning as a buffet)
AS ADULTS THEY WILL NEED TO HAVE AN AMBITION TO PURSUE
SUCCESS
AS ADULTS WE SHY AWAY FROM SETTINGS WHERE WE FAIL OR
LACK CONTROL
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ACADEMIC SUCCESS
• YOUR EXAMPLES OF GREAT AND TERRIBLE LEARNING EXPERIENCES
• WHERE DOES SELF-DETERMINATION FIT IN THIS PICTURE?
• EVIDENCE FROM A THREE-YEAR STUDY OF UNIVERSAL DESIGN FOR LEARNING
• WHERE DO WE GO FROM HERE
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RESOURCES
• NOW WE ARE GOING ON A TOUR OF SOME RESOURCES AND SITES W/ THE FOLLOWING IN MIND: • CONTENT – Information on Self-
Determination• OUTREACH – new strategies for getting
it to the right folks (teachers, students, families, service providers)
• CAPACITY – What do we have and need to have so we can do this?
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CONTENT: Teachers
• ZARROW CENTER
• TRANSITION COALITION
• CENTER FOR SELF-DETERMINATION
• PACER
• O*NET
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CONTENT: Students
• TEXAS REALITY CHECK
• FINANCIAL AID FOR COLLEGE
• I’M DETERMINED
• SELF–DETERMINATION GATEWAY
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NEW STRATEGIES
• https://www.youtube.com/watch?v=4tZ7_CIw3ig
• https://www.youtube.com/watch?v=VGrcets0E6I
• http://www.xtranormal.com/watch/6785649/professional-athlete-what-are-the-odds
• http://www.xtranormal.com/watch/7006747/transition-services
• https://sites.google.com/site/transitionassessment/
• http://kahnacademy.org
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CAPACITY CONSIDERATIONS
• CREATING A ‘DEMAND’ FOR THIS STUFF
• FORMAL CURRICULA ARE EXPENSIVE TO A DUTCH PERSON
• TYPE OF INTERNET ACCESS
• FIRE WALLS • Do not give up• Get your tech person on board w/ what
you are doing