“I can do that!”

Developing Self-determination Skills

in Young Children

Carol Wiegle, M.A.

Coordinator,Region 5 TTAC

James Madison University

Some Important Numbers

• For infants and toddlers ages birth through 2, the number receiving services under Part C of

IDEA has nearly doubled, from 177,281 in 1995 to 321,894 in 2007.

• For children ages 3–5, the number receiving services under Part B of IDEA has increased by nearly 23 percent, from 548,588 in 1995 to 710,371 in 2007.

• 70% of HS students graduate on time in US in 2010.

• Of the 30% who dropout:

**73% are students with a disability

• HS dropouts earn approximately $10K less than HS graduates

**IF that 30% graduated, it would add $400 billion to the national economy!

SO WHAT!

“I teach preschool, Carol”

HERE’S WHAT!

I can do that!

I can do that!

Self -determination

What is Self-Determination?

Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.

»Wehmeyer, 1996

Shift in Thinking!

Dependent IndependentEnable AbleTeacher GuideLack of self Self awarenessDisengaged Engaged

‘If you think you can, you can. And if you think you can’t,

you’re right.’

Mary Kay Ash

Building Blocks of SD

Making choices

Control over the environment

Expressing preferences/feelings

Partners

Environment

Home• Safety issues• Freedom to roam• Accessibility to toys,

clothes, food and a system for each

• Personal space• Routines and

organization (self care)

School• Accessibility –

availability of materials• Routines, organization,

schedules• Individual verses group• Respect/acknowledge-

ment for choice(s)

• Home • School

Share

Engagement

• Sustained attention to an activity

Odom & Bailey, 2000

• …appropriate interactions with the environment including materials and people

• (Bailey & Wolery, 1992)

“Never help a child with a task at which he feels he can succeed.”

Maria Montessori

Observing verse Doing

Choice

An act of selecting or making a decision when faced with two or more possibilities

Recognizes a growing capability and the right of children to have at least a small "say" in their own lives.

• Foods, clothing, toys, activities, playmates

• Choice starts with communication

Lack of choice

• problem behavior• non-compliance• poor locus of control (the ability to be in charge

of our feelings)

Preferences

• Knowing the child – respecting his preferred way(s)

• Interviewing and talking with family to gain insight

• Home visits to observe the child in his most familiar environment

Preferences

Means “control” over something!

Switches

AFOs

Head and trunk supports

Tube for feeding

Jamie loves…..

My Needs

My Interests

Name:Address:DOB:

Date:

My Strengths

My Preferences

My Needs

My Interests

Name:Address:DOB:

Date:

My Strengths

My Preferences

Student-led IEP meeting!

The IEP Meeting!!

• Whose plan is it?

• What age to start?

• Strategies: -Where to begin?- What & How?

Imagine the Possibilities:

• Communication: *child to parent*child to team*parent to child*parent to team

• Parent Participation:*parent attending meeting*whole family attending meeting*pride and acceptance*building partnerships

• Opportunities to practice Developmental Skill

*Language development* Social skills* Communication* Self confidence

• http://www.starfall.com/n/me/me/load.htm?f

• http://www.imdetermined.org/