Transition Outreach Training for Adult Living (TOTAL) ProjectTransition Outreach Training for Adult...

Transition Outreach Transition Outreach Training for Adult Living Training for Adult Living

(TOTAL) Project(TOTAL) ProjectModule 3Module 3

Promoting Student SelfPromoting Student Self--DeterminationDetermination

Promoting Student SelfPromoting Student Self--DeterminationDetermination, was developed to increase , was developed to increase awareness of selfawareness of self--determination and to explore ways to facilitate selfdetermination and to explore ways to facilitate self--

determination in youth withdetermination in youth withdisabilities. All transition stakeholders should have a thoroughdisabilities. All transition stakeholders should have a thorough

understanding of:understanding of:● The critical role self● The critical role self--determination plays in successful transitions determination plays in successful transitions from school tofrom school toadult life, the process leading toward selfadult life, the process leading toward self--determination;determination;● The variety of roles families, teachers, administrators and se● The variety of roles families, teachers, administrators and service rvice providers play in promoting selfproviders play in promoting self--determination; and,determination; and,● The knowledge of a variety of resources that support the ● The knowledge of a variety of resources that support the development of students' selfdevelopment of students' self--determination.determination.

Administered by: Illinois State Board of Education100 N. First Street, M/C N253Springfield, IL 62777-0001Phone: 217-782-5589Fax: 217-782-0373TTY: 217-782-1900

Developed by:

Susan Walter, Training and T/A CoordinatorTransition Outreach Training for Adult Living

(TOTAL) Project 10 Meadow Lark Lane

Highland, IL 62249Phone: 618-651-9028

Fax: 618-654-7629 [email protected]

TOTAL Project, 2003

mailto:[email protected]

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Transition Outreach Training for Adult Living Promoting Student Self-Determination

Objective The purpose of this training to develop/increase awareness of self-determination and to explore ways to facilitate its exercise through: 1) materials that inform students of their legal rights and responsibilities; 2) materials that support student development of self-determination attitudes and beliefs; and, 3) materials that support the exploration and development of student self-determination skills. Key Learning At the end of the module, participants should be able to:

• Define self-determination and understand its importance for all youth and young adults. • Explain the process leading toward self-determination. • Understand the critical role of self-determination in successful transitions from school to

adult life. • Understand the variety of roles that families, teachers, administrators, and service

providers play in promoting student self-determination. • Understand the role and use of a variety of tools/materials that support the development

of students’ self-determination knowledge, self-determination attitudes and beliefs, and self-determination skills.

Materials

• Instructor Reading o The Development of Self-Determination and Self-Advocacy Skills: Essential Keys

for Students with Disabilities o Self-Determination: Supporting Successful Transition

• Overheads

• Instructor note pages with corresponding overheads

• Handouts for training participants o Overhead handout pages for note-taking o Handouts for activity participation o The IEP and Me o It’s My Life Student Workbook o The Self-Directed IEP 10 Step Guide o Parent Brief: Age of Majority o Parent Brief: Parenting Post-Secondary Students with Disabilities: Becoming the

mentor, advocate, and guide your young adult needs o Skills for Employment: The “Most-Wanted” List o Am I Ready to Live on My Own? o Self-Determination Bibliography

Instructor Preparation

1. Review instructor reading. 2. Review instructor note pages and overheads. 3. Duplicate handouts.

Training Guide

1. Introduce the training topic and learning objectives. 2. Present the training with corresponding activities by following the trainer note pages. 3. Conclude by disseminating and collecting workshop evaluation forms.

Curriculum Resources

Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). Yes I Can: A

Social Inclusion Curriculum for Students With and Without Disabilities. Minneapolis, MN: University of Minnesota Institute on Community Integration.

Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2002) Self-Directed IEP/Transition Planning: Lifestyles of Inclusion and Personal Autonomy. Springfield, IL: Illinois State Board of Education.

Bremer, Christine D., Kachgal, Mera & Schoeller, Kris. (April, 2003) Self-Determination:

Supporting Successful Transition. National Center on Secondary Education and Transition, Minneapolis, MN. Retrieved from the World Wide Web http://www.ncset.org/publications/viewdesc.asp?id=962

Griegal, M. (2000) Self-Determination for Students with Significant Disabilities. On-

Campus Outreach, University of Maryland. Retrieved from the World Wide Web http://wwwumd.edu/oco/resources/factSheet_091200.html

Izzo, M. & Lamb, P. (2001) The Development of Self-Determination and Self-Advocacy Skills: Essential Keys for Students with Disabilities. Discussion Paper for the National Capacity Building Institute – Portland, OR.

Martin, J. et al. (1998). “Self-Directed IEP Student Workbook” Choice Maker Self-Determination Curriculum. Longmont, CO: Sopris West.

Moloney, M., Whitney-Thomas, J. & Dreilinger, D. (September, 2000) Self- Determination Struggle in the Lives of Adolescents. “Research to Practice” Boston, MA: Institute for Community Inclusion.

Wehmeyer, M., Agran, M. & Hughes, C. (1998) “Transition Services and Self-Determination” Teaching Self-Determination to Students with Disabilities. Baltimore, MD: Paul Brookes Publishing.

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94% of TOTAL funding comes from federal sources Last saved by Sue Walter 6/19/03

http://www.ncset.org/publications/viewdesc.asp?id=962

http://wwwumd.edu/oco/resources/factSheet_091200.html

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Promoting StudentPromoting Student SelfSelf--DeterminationDetermination

“Let me tell you the secret that led me to my goal. My strength lies solely in my tenacity.”

Louis Pasteur

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The Importance of The Importance of SelfSelf--DeterminationDetermination

““One of the key ways we define ourselves One of the key ways we define ourselves and develop a sense of identity is through and develop a sense of identity is through choices we make while navigating the choices we make while navigating the transitions in our lives. Fostering a sense transitions in our lives. Fostering a sense of selfof self--determination during the transition determination during the transition process is critical to promoting successful process is critical to promoting successful transitions for students both with and transitions for students both with and without disabilities.”without disabilities.”

Field, S., Hoffman, A. & Spezia, S. (1998) Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED, Inc.

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Definition of Definition of SelfSelf--DeterminationDetermination

SelfSelf--determination refers to the natural determination refers to the natural desire of most people to be in personal desire of most people to be in personal control of their own thoughts, feelings, control of their own thoughts, feelings, and behavior.and behavior.

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Definition of Definition of SelfSelf--DeterminationDetermination

–– Begins shortly after birth and continues Begins shortly after birth and continues throughout life.throughout life.

–– Determined by the skills, beliefs and Determined by the skills, beliefs and attitudes, and knowledge as well as attitudes, and knowledge as well as opportunities to exercise personal control.opportunities to exercise personal control.

–– All persons have the desire and are capable All persons have the desire and are capable of some degree of selfof some degree of self--determination.determination.

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SelfSelf--Determination: Determination: What Does the Law Say?What Does the Law Say?

The 2004 Individuals with Disabilities The 2004 Individuals with Disabilities Education Improvement Act (IDEIA) Education Improvement Act (IDEIA) clearly supports students’ independence, clearly supports students’ independence, selfself--management, and selfmanagement, and self--determination.determination.

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SelfSelf--Determination: Determination: What Does the Law Say?What Does the Law Say?

Students are team membersStudents are team members

Active participation by studentsActive participation by students

Student strengths, preferences and Student strengths, preferences and interestsinterests

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SelfSelf--Determination is Determination is Important for Young AdultsImportant for Young Adults

Increases motivationIncreases motivationEncourages socially acceptable behaviorEncourages socially acceptable behaviorPromotes selfPromotes self--awarenessawarenessIncreases responsibilityIncreases responsibilityEnhances learningEnhances learningEncourages a sense of personal controlEncourages a sense of personal control

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SelfSelf--Determination is Determination is Important for Young AdultsImportant for Young Adults

Enhances independence and Enhances independence and interdependenceinterdependenceImproves selfImproves self--esteemesteemEncourages individuals to create a visionEncourages individuals to create a visionEnhances quality of lifeEnhances quality of lifeEnhances inclusionEnhances inclusionPromotes selfPromotes self--advocacyadvocacyDevelops decisionDevelops decision--making skillsmaking skills

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Can SelfCan Self--Determination Determination Be Taught?Be Taught?

Yes! Yes! –– Skills and attitudes that lead to selfSkills and attitudes that lead to self--determination determination

can be taught. can be taught. –– Skills to make arrangements in the atmosphere Skills to make arrangements in the atmosphere

and environment of the school can be taught too.and environment of the school can be taught too.

Parents, teachers, administrators, counselors, Parents, teachers, administrators, counselors, psychologists and other service providers all psychologists and other service providers all play important roles in developing or inhibiting play important roles in developing or inhibiting selfself--determination during transition.determination during transition.

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Teachers can:Teachers can:–– Infuse skills training into their curriculum.Infuse skills training into their curriculum.–– Promote a school and classroom environment that Promote a school and classroom environment that

encourages selfencourages self--determination.determination.

Families can:Families can:–– Provide opportunities and support for their Provide opportunities and support for their

adolescents to exercise selfadolescents to exercise self--determination. determination. –– Work with the school to encourage curriculum Work with the school to encourage curriculum

efforts and provide realefforts and provide real--life experiences for life experiences for practicing selfpracticing self--determination.determination.

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Counselors, psychologists, social workers, and Counselors, psychologists, social workers, and other support services staff can:other support services staff can:–– Support a school climate that promotes selfSupport a school climate that promotes self--

determination.determination.–– Team with classroom teachers.Team with classroom teachers.–– Incorporate instruction through their own Incorporate instruction through their own

departments.departments.

Administrators can:Administrators can:–– Establish selfEstablish self--determination as an important element determination as an important element

of the school climate.of the school climate.–– Support teachers through inSupport teachers through in--service opportunities .service opportunities .

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Supporting and Encouraging Supporting and Encouraging SelfSelf--DeterminationDetermination

Characteristics of environments that Characteristics of environments that support and encourage selfsupport and encourage self--determination include:determination include:–– Availability of selfAvailability of self--determined role modelsdetermined role models–– Curriculum variablesCurriculum variables–– Opportunities for choiceOpportunities for choice–– Patterns of response to student behaviorsPatterns of response to student behaviors–– Availability of student supportsAvailability of student supports

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TranscendenceTranscendence

Children have never been very Children have never been very Good at listening to their elders,Good at listening to their elders,

but they have never failed tobut they have never failed toimitate them.imitate them.

James Baldwin

“Nobody Knows My Name” (1961)

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The IEP and Me: Infusing The IEP and Me: Infusing SelfSelf--Determination KnowledgeDetermination Knowledge

Teaching students about:Teaching students about:–– laws and rightslaws and rights–– responsibilitiesresponsibilities

Creating awareness of:Creating awareness of:–– the system and its resourcesthe system and its resources–– one’s needs, preferences and interestsone’s needs, preferences and interests

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Building SelfBuilding Self--Determination Determination Attitudes and BeliefsAttitudes and Beliefs

““It’s My Life”It’s My Life”

–– Student workbook Student workbook –– where I’m going and how I’m where I’m going and how I’m going to get theregoing to get there

–– Building selfBuilding self--confidence, internal locus of control confidence, internal locus of control and determinationand determination

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It’s My LifeIt’s My Life

Things that work for meThings that work for me–– Things I want to spend more time doingThings I want to spend more time doing–– Things that make me happyThings that make me happy–– Things I likeThings I like

Things that don’t work for meThings that don’t work for me–– Things I want to avoidThings I want to avoid–– Things that make me madThings that make me mad–– Things I don’t likeThings I don’t like

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What I want to do when I finish high What I want to do when I finish high schoolschool–– LivingLiving–– WorkingWorking–– Continuing educationContinuing education–– Having funHaving fun

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It’s My Life It’s My Life

What I want to do in school this yearWhat I want to do in school this year–– ClassesClasses–– InstructionInstruction–– Community experienceCommunity experience

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Objectives I want to accomplish in Objectives I want to accomplish in school this yearschool this year–– EmploymentEmployment–– Adult livingAdult living–– Daily livingDaily living–– Vocational abilities Vocational abilities

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What I need to be more successful in What I need to be more successful in school this yearschool this year–– TeachersTeachers–– TestsTests–– FamilyFamily–– Other things Other things

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People I want to invite to participate in People I want to invite to participate in my IEP/ transition planning meetingmy IEP/ transition planning meeting–– FamilyFamily–– School peopleSchool people–– Agency people Agency people

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SelfSelf--Directed IEP Directed IEP

SelfSelf--Determination Skills Determination Skills

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The SelfThe Self--Directed IEPDirected IEP 10 Step Guide10 Step Guide

What I Need to Do to What I Need to Do to SelfSelf--Direct My IEP/Transition Direct My IEP/Transition

Planning MeetingPlanning Meeting

10 Easy Steps10 Easy StepsAdapted from Martin, et al., 1998

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What Does a SelfWhat Does a Self--Directed Directed IEP Involve?IEP Involve?

Greeting and Purpose StatementGreeting and Purpose StatementIntroductionsIntroductionsReview of PerformanceReview of PerformanceTeam InputTeam InputFuture Goals (for adult life) Future Goals (for adult life) Annual GoalsAnnual GoalsSupports NeededSupports NeededGoals SummaryGoals SummaryReview and Finalize ProgramReview and Finalize ProgramConclude MeetingConclude Meeting

Adapted from Martin, et al., 1998

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1.1. Begin By Greeting Everyone Begin By Greeting Everyone and Stating the Purpose of and Stating the Purpose of the Meeting.the Meeting.

“Welcome to my meeting. Today “Welcome to my meeting. Today we are going to plan for my we are going to plan for my program for the next year.”program for the next year.”


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2.2. Introduce yourself and Introduce yourself and others.others.

“My name is ________________ and I“My name is ________________ and Iam a student at ________________. am a student at ________________.

“I’d like to introduce ____________.” “I’d like to introduce ____________.” OROR

“Please introduce yourselves.”“Please introduce yourselves.”Adapted from Martin, et al., 1998

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3.3. Review how you have Review how you have been doing in school.been doing in school.

“Things that have worked well for me “Things that have worked well for me this year are _____________________this year are _____________________

______________________________________________________________________________________________________________.”____________________________________.”

“Things that haven’t work very well for “Things that haven’t work very well for me are __________________________me are ________________________________________________________________________________________________________________________.”______________________________.”


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4.4. Request input from other Request input from other participants in the meeting.participants in the meeting.

“Does anyone want to comment on how “Does anyone want to comment on how my school program has been going?”my school program has been going?”

---- NOTE TO STUDENT:NOTE TO STUDENT:Ask questions if you don’t understand Ask questions if you don’t understand something that is said.something that is said.


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5.5. Identify your postIdentify your post--school school goals.goals.

““When I finish high school, I want toWhen I finish high school, I want to________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”________________________________.”

“Any questions or comments?”“Any questions or comments?”Adapted from Martin, et al., 1998

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6.6. Identify your goals for Identify your goals for this year.this year.

““This year in school I want to _________This year in school I want to _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”________________________________.”“Any questions or comments?”“Any questions or comments?”


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7.7. Identify the supports you Identify the supports you need to be successful.need to be successful.

““For me to be successful in school this yearFor me to be successful in school this yearI need ____________________________I need ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”______________________________________.”

“Any questions or comments?”“Any questions or comments?”Adapted from Martin, et al., 1998

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8.8. Summarize your goals.Summarize your goals.

““In summary, my future plans are to ____In summary, my future plans are to _____________________________________________________________________________________________________________________________________________________________________________.”_________________________________.”“For me to make progress toward these “For me to make progress toward these goals, I will do these things this year ___goals, I will do these things this year ________________________________________________________________________________________________________.”_________________________________.”


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9.9. Review support needs Review support needs and finalize program.and finalize program.

““The things that need to be in my program The things that need to be in my program to help me succeed are to help me succeed are ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”_______________________________________.”“Does anyone have anything they want to “Does anyone have anything they want to say about my program?”say about my program?”

NOTE TO STUDENT: Discuss differences and agree on NOTE TO STUDENT: Discuss differences and agree on final program.final program. Adapted from Martin, et al., 1998

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10. Conclude Meeting.10. Conclude Meeting.

“Thank you all for coming to my meeting.”“Thank you all for coming to my meeting.”

“This year I am going to work hard to “This year I am going to work hard to accomplish my goals.”accomplish my goals.”

“I appreciate your help!”“I appreciate your help!”


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CertificateCertificate

Certificate of Completionis hereby granted to:

_____________________________

to certify successful training

in Self-Directed IEP Transition Planning

___________________________________

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Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & FahnestockAbery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). , M. (1997). Yes I Can: A Social Yes I Can: A Social Inclusion Curriculum for Students With and Without Disabilities.Inclusion Curriculum for Students With and Without Disabilities. Minneapolis, MN: University of Minneapolis, MN: University of Minnesota Institute on Community Integration. Minnesota Institute on Community Integration.

Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2002) Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2002) SelfSelf--Directed IEP/Transition Planning: Directed IEP/Transition Planning: Lifestyles of Inclusion and Personal Autonomy. Lifestyles of Inclusion and Personal Autonomy. Springfield, IL: Illinois State Board of Education. Springfield, IL: Illinois State Board of Education.

Bremer, Christine D., Kachgal, Mera & Schoeller, Kris. (April, 2Bremer, Christine D., Kachgal, Mera & Schoeller, Kris. (April, 2003) 003) SelfSelf--Determination: Supporting Determination: Supporting Successful Transition.Successful Transition. National Center on Secondary Education and Transition, MinneapoNational Center on Secondary Education and Transition, Minneapolis, MN. lis, MN. Retrieved from the World Wide Web Retrieved from the World Wide Web http://www.ncset.org/publications/viewdesc.asp?id=962http://www.ncset.org/publications/viewdesc.asp?id=962

Griegal, M. (2000) Griegal, M. (2000) SelfSelf--Determination for Students with Significant Disabilities. Determination for Students with Significant Disabilities. OnOn--Campus Outreach, Campus Outreach, University of Maryland. Retrieved from the World Wide WebUniversity of Maryland. Retrieved from the World Wide Web http://wwwumd.edu/oco/resources/factSheet_091200.htmlhttp://wwwumd.edu/oco/resources/factSheet_091200.html

Izzo, M. & Lamb, P. (2001) Izzo, M. & Lamb, P. (2001) The Development of SelfThe Development of Self--Determination and SelfDetermination and Self--Advocacy Skills: Essential Advocacy Skills: Essential Keys for Students with Disabilities. Keys for Students with Disabilities. Discussion Paper for the National Capacity Building Institute Discussion Paper for the National Capacity Building Institute –– Portland, OR. Portland, OR.

Martin, J. et al. (1998). “SelfMartin, J. et al. (1998). “Self--Directed IEP Student Workbook” Directed IEP Student Workbook” Choice Maker SelfChoice Maker Self--Determination Determination Curriculum. Curriculum. Longmont, CO: Sopris West.Longmont, CO: Sopris West.

Moloney, M., WhitneyMoloney, M., Whitney--Thomas, J. & Dreilinger, D. (September, 2000) Thomas, J. & Dreilinger, D. (September, 2000) SelfSelf-- Determination Struggle in Determination Struggle in the Lives of Adolescentsthe Lives of Adolescents. “Research to Practice” Boston, MA: Institute for Community In. “Research to Practice” Boston, MA: Institute for Community Inclusion.clusion.

Wehmeyer, M., Agran, M. & Hughes, C. (1998) “Transition ServicesWehmeyer, M., Agran, M. & Hughes, C. (1998) “Transition Services and Selfand Self--Determination” Determination” Teaching Teaching SelfSelf--Determination to Students with Disabilities. Determination to Students with Disabilities. Baltimore, MD: Paul Brookes Publishing.Baltimore, MD: Paul Brookes Publishing.

Curriculum ResourcesCurriculum Resources

http://www.ncset.org/publications/viewdesc.asp?id=962

http://wwwumd.edu/oco/resources/factSheet_091200.html

Transition Outreach Training for Adult Living Promoting Student Self-Determination

Activity 1 Description: 1. Explain that the purpose of this activity is to explore those feelings associated with personal control. 2. Ask groups to designate a recorder or spokesperson. 3. Ask participants to think of at least one experience in which they were not in control of a situation and others had control over outcomes that were important to them.

• Invite them to remember how it felt to lack control and to share their experiences and feelings with the group members.

• Instruct the recorder or spokesperson to record how group members felt about not being in control.

4. Allow 10 minutes for groups to complete this task. 5. After completing this task ask groups to repeat this exercise but to think of an experience when they had personal control over outcomes that were of importance.

• Request that group members remember how it felt to be in control, and share their experiences and feelings with the group.

• Instruct the recorder to write down group members’ feelings about being in control. 6. Allow 10 minutes for groups to complete this task. 7. Use the flipchart to record Not in Control and In Control. Have each group share a couple of their responses. 8. Ask participants to discuss how a lack of personal control might affect most persons. Provide one or more of the following suggestions as needed:

• Doing socially inappropriate behaviors as a result of frustration. • Loss of potential for skill development. • Limited options for satisfying employment. • Lack of interest in recreational and leisure activities. • Unsatisfactory living arrangements. • Apathy or lack of motivation

Conclude this activity by emphasizing how critically important it is for all people, including people with disabilities, to have the opportunity to build self-determination skills and exercise some degree of personal control.

TOTAL Project, Module 3, Activity 1

Self-Determination Jeopardy

Directions

1. Pass out the Jeopardy sheets which define self-determination skills, attitudes and beliefs, and knowledge.

2. Give participants 10 – 15 minutes to read over. Inform them that

they can work in groups or as individuals, and can have the definitions read aloud if they need/feel more comfortable. Encourage everyone to use their creativity to win the game.

3. After participants have had time to read over and study the definitions

and decide on their game strategy, inform participants that the game will proceed with the instructor naming the category and then providing the definition or “answer.” You (the instructor) my choose to provide buzzers, clappers, bells, etc for participants to use or they can just alert you with their own “buzzer” noise.

4. The participant called on should answer in the form of a question with the appropriate self-determination skill, attitude/belief, or knowledge area.

Example: Instructor might say, “The category is self-determination skills. The answer is – through looking at a situation, identifying options, and choosing among available alternatives, individuals are able to exercise control over the environment rather than letting it control them.” The first person “buzzing” in would answer, “What are Decision Making Skills?”

5. Participants are allowed to keep their definitions and refer to them.

6. Mix up the categories and continue the game so that all of the skills, attitudes/beliefs, and knowledge areas have been covered.

7. Use your imagination and resources at hand to take this game back home – use

paper money (“Self-Determination Skills for $10) and have prizes. Goal of Self-Determination Jeopardy: to have fun gaining important foundational knowledge about self-determination without using a lecture format.


Self-Determination Skills � Goal Setting Skills: • Self-determined individuals know what they want out of life and have personal

visions for their futures. • Setting and working toward achieving personal goals is one of the most fundamental

ways in which people exercise personal control. • Having a personal vision or set of goals helps us direct our lives.

� Decision Making Skills: • Throughout life, we are faced with decisions – whether to study or go partying, take

a particular course, take a particular job, save our money or spend it, etc. • Making informed choices is one of the most fundamental ways in which people

exercise self-determination. • Through looking at a situation, identifying options, and choosing among available

alternatives individuals are able to exercise control over the environment rather than letting it control them.

� Problem-solving skills: • Encountering roadblocks or problems that prevent us from achieving our desires is

pretty typical of the human condition. A person with disabilities who wants to experience greater inclusion in the community may run into problems such as a lack of transportation or negative attitudes from others.

• Having the skills to problem-solve in a way that leads to minimizing and/or overcoming roadblocks increases the ability of individuals to achieve what they desire and direct their lives in a way that they choose.

� Self-regulation skills: • To have personal control, individuals must be able to regulate their own behavior. • Self-regulation involves learning to monitor the progress that is being made toward

reaching goals, and modifying one’s behavior when necessary. � Self-Advocacy skills:

• In order to be self-determined, individuals need to be able to express their likes and dislikes, speak out for themselves, and take responsibility for making sure that their rights are respected.

• Advocating for oneself is one of the most critical aspects of self-determination for no one knows better what an individual desires than the individual him/herself.

• Whether we are parents or professionals who care about a people who have a disability, we need to respect that we cannot and will not be available forever so teaching them the skills to advocate for themselves is the best gift or service we can give.


Self-Determination Skills � Independent Living Skills:

• The ability to take care of oneself and provide for one’s basic needs is an aspect of self-determination that plays a critical role in life as an individual approaches adulthood.

• If basic independent living skills are not acquired, individuals are likely to lose control over some aspects of their lives.

• For some people with disabilities, independent living skills may mean learning to hire and manage a personal assistant in order to have choices and independence.

� Social Skills:

• People who have the social skills necessary to get along well with others are likely to find themselves with considerably more opportunities to exercise self-determination than their peers who are not socially skilled.

• Well-liked individuals who are viewed as friends, for example, receive social support, information, and physical assistance from peers, all of which are likely to help in the exercise of personal control.

• Likewise, individuals who have good social skills are likely to have more options to get a keep jobs that they choose.

� Communication Skills:

• The ability communicate what one likes and doesn’t like, the amount and type of support that is needed, and one’s desires and wishes is one of the most basic skills necessary for self-determination.

• Developing the ability to communicate to others even simple desires dramatically increases the personal control one is able to exercise.

• Knowing how to appropriately communicate desires and frustrations, how to negotiate, how to initiate conversations etc. can dramatically increase opportunities for friendships and jobs.


Self-Determination Attitudes and Beliefs

� Self-Confidence:

• Self-determination involves taking some risks. A self-confident individual is likely to do this without much hesitation.

• Persons lacking confidence often allow others to make decisions for them and as a result are less likely to get what they want out of life situations.

� Internal Locus of Control:

• Persons with an internal locus of control believe that they have the ability to control their environment and lives. They are therefore motivated to take the action that is necessary to make this come true.

• Persons who believe that their lives are controlled mostly by forces and people outside them are likely to be unmotivated to take the necessary steps to exercise control over their lives.

� Determination:

• It is rare that any of us would be able to exercise control over our lives without encountering some barriers and failure. The determined individual keeps going/working and, in the end, is likely to achieve what they desire.

• People who have low levels of determination typically give up quickly when they encounter difficulty.

� Self-Esteem:

• Viewing and evaluating oneself in a positive manner and feeling good about oneself and one’s accomplishments is often referred to as self-esteem. Moderate to high levels of self-esteem are necessary for and are a by-product of high levels of self-determination.

• Students with at least moderate levels of self-esteem are more likely to take charge of their lives and take the risks associated with these behaviors.


Self-Determination Knowledge � Laws and Rights:

• One important aspect of self-determination is standing up for oneself and protecting one’s rights as a person. In order to effectively do this, however, one needs to have an awareness of one’s rights and the laws that protect them.

• Young adults who are aware that they have specific rights with respect to their education and that there are laws and procedures that need to be followed to protect these rights can address problems that develop.

� The System and Its Resources:

• An understanding of how an organization operates and who within the organization holds power allows individuals to change things they believe are not right and get the support to which they are entitled.

• In the absence of knowledge, bringing about change is a hit or miss process that involves unnecessary work and could damage important relationships in the process.

� Self-Awareness:

• A knowledge of one’s personal preferences, strengths and challenges, and vision for the future are all necessary for persons to exercise control over their lives.

• A lack of awareness of one’s personal challenges, for example, makes it difficult to obtain the supports needed to live a preferred lifestyle.

• When individuals understand what they want (and the fact that this may change over time), what types of supports they need, and when they need them, desired levels of self-determination are much easier to achieve.

� Responsibilities:

• Acknowledgment of one’s responsibilities and the acceptance of responsibility for one’s actions and behaviors are a major component of self-determination.

• In the absence of this knowledge, it is difficult for others to develop the trust necessary to allow a person to make their own decisions and choices.


IT’S MY LIFE Student Workbook

What I Need to Get What I Want

Transition Planning and the Self-Directed IEP: Where I’m Going –

How I’m Going To Get There

TOTAL Project, Module 3, Handout 2

1

THINGS THAT WORK FOR ME

I like to spend time __________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________

I like school best when ________________ __________________________________________________________________________________________________________________________________________________________________________

I like it when my teacher_______________ __________________________________________________________________________________________________________________________________________________________________________

2TOTAL Project, Module 3, Handout 2

THINGS THAT WORK FOR ME Continued:

I like it when other students ___________ __________________________________________________________________________________________________________________________________________________________________________ I do my best work when ________________ __________________________________________________________________________________________________________________________________________________________________________ My favorite class is __________________ __________________________________ __________________________________Because ___________________________ ____________________________________________________________________ 3


THINGS THAT DON’T WORK FOR ME Things I Want to Avoid

Things That Make Me Mad Things I Don’t Like

I would rather not spend time ___________ __________________________________ ______________________________________________________________________________________________________ I don’t like school when ________________ ________________________________________________________________________________________________________________________________________ I don’t like it when my teacher ___________ __________________________________ ________________________________________________________________________________________________________________________________________


4

THINGS THAT DON’T WORK FOR ME Continued:

I don’t like it when other students ________ __________________________________ ________________________________________________________________________________________________________________________________________ I get in trouble when __________________ __________________________________ ______________________________________________________________________________________________________ My least favorite class is _______________ __________________________________ ______________________________________________________________________________________________________


5

What I want to do when I finish high school. I want to work _______________________ ____________________________________________________________________ ________________________________________________________________________________________________________________________________________ I want to live ________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ TOTAL Project, Module 3, Handout 2

6

What I want to do when I finish high school. I want to continue my education _________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I want to have fun doing _______________ __________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________


7

This year in school I want to: I want to take these classes ____________ __________________________________ __________________________________ ____________________________________________________________________ I want instruction in how to _____________ __________________________________________________________________________________________________________________________________________________________________________ I want community experience doing _______ ______________________________________________________________________________________________________ ____________________________________________________________________ __________________________________ TOTAL Project, Module 3, Handout 2

8

This year in school I want to accomplish these objectives: Employment objectives: ________________ __________________________________ ____________________________________________________________________ Adult living objectives: ________________ __________________________________ ____________________________________________________________________ Daily living skills: _____________________ ____________________________________________________________________ I want to learn these things about my vocational /work abilities: ______________ ____________________________________________________________________ __________________________________


9

For me to be more successful in school this year I need: My teachers to ______________________ __________________________________ ____________________________________________________________________ My tests to be ______________________ __________________________________ ______________________________________________________________________________________________________ My family to ________________________ ____________________________________________________________________ Other things I need are ________________ ______________________________________________________________________________________________________


10

I Want These People to Take Part in My IEP/Transition Planning Meeting: Family _____________________________ __________________________________ ____________________________________________________________________ School People _______________________ __________________________________ ____________________________________________________________________ Agency/Community People ______________ ______________________________________________________________________________________________________ Others ____________________________ ______________________________________________________________________________________________________


11

TOTAL Project, Module 3, Activity 4TOTAL Project, Module 3, Activity 4 11

The SelfThe Self--

Directed IEPDirected IEP

10 Step Guide10 Step Guide

What I Need to What I Need to Do to Do to

SelfSelf--Direct My Direct My IEP/Transition IEP/Transition

Planning MeetingPlanning Meeting

10 Easy Steps10 Easy Steps


What Does a SelfWhat Does a Self--

Directed IEP Involve?Directed IEP Involve?

Greeting and Purpose StatementGreeting and Purpose Statement

IntroductionsIntroductions

Review of PerformanceReview of Performance

Team InputTeam Input

Future Goals (for adult life) Future Goals (for adult life)

Annual GoalsAnnual Goals

Supports NeededSupports Needed

Goals SummaryGoals Summary

Review and Finalize ProgramReview and Finalize Program

Conclude MeetingConclude Meeting


1.1.

Begin by greeting Begin by greeting everyone and stating the everyone and stating the purpose of the meeting.purpose of the meeting.

“Welcome to my meeting.“Welcome to my meeting.Today we are going toToday we are going toplan my program for theplan my program for thenext year.”next year.”


2.2.

Introduce yourself and Introduce yourself and others.others.

“My name is ______________ and “My name is ______________ and I am a student at _____________I am a student at _______________________________________.__________________________.

“I’d like to introduce __________“I’d like to introduce ___________________________________.”_________________________.”

OROR

“Please introduce yourselves.”“Please introduce yourselves.”


3.3.

Review how you have Review how you have been doing in school.been doing in school.

““Things that have worked well for me this Things that have worked well for me this year are ____________________________year are _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”_________________________________.”

“Things that haven’t worked very well for“Things that haven’t worked very well forme are _____________________________me are ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”_________________________________.”


4.4.

Request input from Request input from other participants in other participants in the meeting.the meeting.

““Does anyone want to comment onDoes anyone want to comment onhow my school program has beenhow my school program has beengoing?”going?”

----

NOTE TO STUDENT:NOTE TO STUDENT:Ask questions if you don’t understandAsk questions if you don’t understandsomething that is said.something that is said.


5.5.

Identify your postIdentify your post--

school goals.school goals.

““When I finish high school, I want toWhen I finish high school, I want to_____________ _____________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”____________________________.”

“Any questions or comments?”“Any questions or comments?”


6.6.

Identify your goals Identify your goals for this year.for this year.

““This year in school I want to ______This year in school I want to _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”___________________________.”



7.7.

Identify the supports Identify the supports you need to be you need to be successful.successful.

““For me to be successful in school For me to be successful in school this year, I need ______________this year, I need ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”__________________________.”



8.8.

Summarize your goals.Summarize your goals.

““In summary, my future plans are toIn summary, my future plans are to_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”___________________________.”

“For me to make progress toward these“For me to make progress toward thesegoals, I will do these things this yeargoals, I will do these things this year_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”_____________________________.”


9.9.

Review support needs Review support needs and finalize program.and finalize program.

““The things that need to be in my The things that need to be in my program to help me succeed are program to help me succeed are ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.”___________________________.”

“Does anyone have anything they want“Does anyone have anything they wantto say about my program?”to say about my program?”

NOTE TO STUDENT: DiscussNOTE TO STUDENT: Discussdifferences and agree on final program.differences and agree on final program.


10. Conclude meeting.10. Conclude meeting.

“Thank you all for coming to my “Thank you all for coming to my meeting.”meeting.”

“This year I am going to work hard to “This year I am going to work hard to accomplish my goals.”accomplish my goals.”

““I appreciate your help!”I appreciate your help!”

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