GROWING SELF-DETERMINED ADULTSMisty Terrell

Low Incidence Facilitator

Leander ISD

WHAT’S IN IT FOR ME?

Identify the importance of self-determination and how it leads to positive adult outcomes.

Gain practical strategies to “step back” .

WHAT IS SELF-DETERMINATION?

Michael Wehmeyer conceptualizes self-determination as an educational outcome. He defines self-determination as “acting as the primary causal agent in one’s life and making choices and decisions free from undue external influences or interference” - Wehmeyer, M. L. (1996). Self-determination as an educational outcome.

WHY IS SELF-DETERMINATION IMPORTANT?

Self-determined students are likely to perform better in academics, become more involved in educational planning and transition planning, & make a successful transition to adulthood.

Self-determined students are more likely to actively participate in the teaching process and make the job of teaching more enjoyable and meaningful for teachers (Kohn, 1993).

Figure 2-1. Field and Hoffman’s self-determination model

ENVIRONMENT

Know Yourself• Dream• Know your strengths, weaknesses, needs, and preferences• Know the options• Decide what is important to you

Value Yourself• Accept and value yourself• Admire strengths that come from uniqueness• Recognize and respect rights and responsibilities• Take care of yourself

Plan • Set goals • Plan actions to meet goals• Anticipate results• Be creative• Visually Rehearse

Act • Take risks• Communicate• Access resources and support• Negotiate• Deal with conflict and criticism• Be persistent

Experience Outcomes and Learn • Compare outcome to expected outcome• Compare performance to expected performance• Realize success• Make adjustments

ENVIRONMENT

From “Development of a Model for Self-determination,” by S. Field and A. Hoffman, 1994, Career Development for Exceptional Children, 17, p. 165. Copyright ® by CDEI. Reprinted with Permission.

HOW DO YOU TEACH SELF-DETERMINATION?

A Continuum of:

CHALLENGE SUPPORT

FOCUS ON THE END GAME Begin with the end in mind

What are the future transition goals for this student/family?

Is this sustainable?

What supports/resources will be needed? What aspects of the student’s disability are you

unable to improve by teaching a skill?

BE PROACTIVE

Transition starts at Age 3!

WHAT COMES FIRST?

List the skills you are going to teach

Keep it Simple

Start Small

Break it Down

INDEPENDENCE LEVELS

Identify what students can do independently- Full Independence

Identify what students require a little bit of help with- Functional Independence

Identify what students need a lot of help with- Supported Independence

Identify what you have to do for them- Participation

THE PROBLEMS WITH PROMPTS

Prompt Dependency

Least to Most

Use visual cues and prompts

FAILURE IS GOOD FOR THEM, IT HELPS THEM GROW

Teach How to Fail

Perseverance-True Grit

What’s you’re batting average?

19 WAYS TO STEP BACK

They should have the same number of chores per week as their age.

LIFE IS A MARATHON NOT A SPRINT

Where will I live?

What job will I have?

Will I get married?

What will I do for fun?

How will I spend my money? Money Management

How will I keep my home clean? Chores

Will I drive?

What will I do when you die?

DON’T GET SUCKED IN

“It’s just faster and easier if I do it”

TEACH TO GENERALIZE

Consistency is Key

Every Day

Every Time

Every Where

LEGISLATION

Adults with Disabilities Act (ADA) is about equal access, not a guarantee of success.

There is no legislation that requires someone to be their friend or be their spouse.

There is no legislation that guarantees them a job

THE IMPORTANCE OF THE SOCIAL NETWORK

We are paid to be in their lives

“The only thing that kept me from losing job after job was the people who cared about me and knew how talented I was…” Temple Grandin-Developing Talents: Careers for Individuals with Asperger Syndrome and High Functioning

YOUR EXPECTATIONS MATTER

KEY TAKEAWAYS

Transition starts at Age 3

Be Proactive

Consistency is key

Teach how to fail

Grow the social network

REFERENCES/RESOURCES

Building a Self-Determined Future for ALL Youth -Developed by Stelios Gragoudas and Rooshey Hasnain; Collaborative Project of:  The Leadership & Peer educator Training Program at the Institute for Community Inclusion (University Affiliated Program), Children's Hospital, Boston & Fitchburg State College. Contact ICI at (617)355-6506; ici@a1.tch.harvard.edu

Expressing Yourself:Assessing Self-Determination in Your Life - Self-Determination Series - UIC NRTC Self-Determination Series; copyright 2004; http://www.psych.uic.edu/uicnrtc/self-determination.htm#tools or call (312) 422-8180

Classroom Collaboration by Laurel J. Hudson, Ph.D. (Perkins School for the Blind)

Thiemann, K. (2007). Improving social communication and peer interactions of school-age children with autism. Child Language Proseminar, Child Language Doctoral program, University of Kansas.

Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: Using videotaped self modeling. Journal of Positive Behavior Interventions, 1(4), 205-214.

Lachapelle, Y., Wehmeyer, M., Haelewyck, M., Courbois, Y., Keith, K., Schalock, R., & ... Walsh, P. (2005). The relationship between quality of life and self-determination: an international study. Journal Of Intellectual Disability Research: JIDR, 49(Pt 10), 740-744.

Parker, J.G., and Rubin, K.H., Erath, S.A., Wojslawowicz, J.C., and Buskirk, A.A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti and D.J. Cohen (Eds.), Developmental psychopathology: Theory and methods (2nd ed., Vol. 1, pp. 96-161). New York: Wiley.

Wolford, P. L. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 16(3), 161.

Duncan, Amie W. and Klinger, Laura Grofer.(2010)..Autism spectrum disorders: building social skills in group, School, and community settings. Social Work with Groups. 33(2), 175 -193.

Harlacher, J. W. (2006). Classwide interventions for students with ADHD. Teaching Exceptional Children, 39(2), 6-12.