the origins of self- determination: how far we’ve come, but there’s still a ways to go michael...
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The Origins of Self-Determination: How Far
We’ve Come, But There’s Still A Ways to Go
Michael J. Ward, Ph. D.The George Washington University
Overview
Self-determination in special education
Self-determination issues we have not adequately addressed
Suggestions to increase self-determination
Systems shift
The OSERS Self-Determination Initiative
Focused on system‑wide activities Promoted service systems to include
consumers in decision‑making. Develop a cadre of future leaders. Supported 26 model demonstration
projects to identify and teach skills necessary for self‑determination.
Self-Determination Defined - 1
Ward (1988)
“The attitudes which lead people to define goals for themselves and the ability to take the initiative to achieve those goals.”
Self-Determination Defined - 2
Wehmeyer (1992) “The attitudes and abilities required to
act as the primary causal agent in one's life and to make choices regarding one's actions free from undue external influence or interference.”
Self‑determination as involves the constructs of autonomy, self‑actualization, and self‑regulation.
Self-Determination Defined - 3
Field and Hoffman (1994) “One’s ability to define and
achieve goals based on a foundation of knowing and valuing oneself”.
Five major directives: (a) know yourself, (b) value yourself, (c) plan, (d) act, and (e) experience outcomes and learn.
Consensus Definition of Self-Determination
Field, Martin, Miller, Ward, & Wehmeyer (1998)
“Self-determination is 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 one’s self as capable and effective are essential to self-determination.”
Common Elements of S-D Definitions
Attitudes;
Skills;
Goals;
Choices relevant to decisions that affect one’s future.
Ward & Kohler (1996) analyzed many of the 26 projects to identify specific practices and approaches related to teaching and applying self‑determination.
Skills Curricula for Promoting Self-Determination
Self-advocacy Decision making and goal setting Using community resources Creativity and self expression Assertiveness and
self‑actualization Empowerment and social
independence
Self-Determination Instruction
Developing students’ abilities regarding self-determination Characteristics Knowledge Skills
Providing opportunities to practice and apply self-determination
The instructional approaches fell into two primary areas
Emerging Issues in Self-Determination
DISCLAIMER: Not research-based Based on discussions with
graduate students (teachers and related services personnel) working with secondary students with disabilities
Issue 1 - Parents!
“This is how I want my son/daughter to be self-determined.”
Issue 2 - Self-Disclosure
All students should know that: They have a specific
disability, Their limitations, The preferred
accommodations
Issue 3 - Documentation
Students need to have a name for their specific disability to obtain services and accommodations in postsecondary education and employment.
Does this become a label? What about the term ‘mental retardation’?
Issue 4 - Opportunities for Exhibiting Leadership
Different than leadership opportunities
How? Examples include playing sports,
having a meaning role in a group project or school play
Suggestions- Through “self-talk,” recognizing one’s
talents and promoting these talents to others
Issue 5 – Age of Majority Guardianship
At 18, the rights of the parent are transferred to the young person.
Parents are encouraged to seek guardianship, especially if their child is developmentally disabled.
Full v. limited guardianship In some states, full guardianship limits:
Voting Obtaining a driver’s license
Issue 5 - Transportation
Requirements for a driver’s license- Written test Road test Motivation/Incentive Safety v. risk Assuring others that safety v. risk is
not concern
Issue 6 - Emergency Preparedness
What do students do when parents are unavailable?
Cell phone with pre-programmed alternative numbers
Laminated wallet card with alternative numbers
Safe house
Self-Determination…
Is NOT a model or program with predetermined services
Differs from person to person Is person-centered and person-
directed
What is Self-Determination?
The ultimate goal of education must be self-determination.
Every individual with a disability must be encouraged and supported to participate in his/her service plan (IEP, IPE, etc.).
Self-determination is important and is best learned through a specific curriculum. The literature shows that self-determination does have positive impact on post-secondary and quality of life outcomes, including helping students learn to make decisions, be assertive, and self-advocate.
Self-determination is not…
Something you do.
Reflected in solely having choice or obtaining specific outcomes (i.e., living in own home).
An excuse for protecting the health and safety of a vulnerable person with a disability
Self-Determination is
A process with the person with the disability taking control to the maximum extent possible with the minimum level of support.
Mike’s definition of choice
Choice requires a minimum of 3 options: A B – Something other than ‘not A’ Something other than A or B.
Commonly known as “NONE OF THE ABOVE!”
Suggestions to Increase S-D
It is imperative that youth with disabilities have multiple opportunities to practice these skills and receive reinforcement from their parents as well as additional opportunities to practice outside the classroom.
Suggestions to Increase S-D
Do not to deny or limit a person's right to self-determination based on a label or classification.
Service professionals must be trained in methods of supporting self-determination along with the philosophy for doing so.
A Systems Shift
Change the way we think about people with disabilities.
From seeing persons with disabilities as having limitations that prevent them from participating fully in life to seeing them as valuable citizens who have many talents, strengths, and abilities to contribute to their communities.
A Systems Shift
Change the way we serve them. From seeing persons with disabilities
as service recipients to seeing them as individuals with rights and entitlements.