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1
Kathi Mills Cass- Midway School DistrictLori Wagner Hannibal School District
Sally Morgan Smith North Kansas City School District
Summer 2008
Self Determination Whatrsquos in it for Me
2
Learning Goals for Today
bull Increase knowledge about self-determination
bull Increase skills needed to support students in leading their IEP meeting
If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off
4
How does it feel when you do not have power over your life
5
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 onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)
WHAT IS SELF-DETERMINATION
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
2
Learning Goals for Today
bull Increase knowledge about self-determination
bull Increase skills needed to support students in leading their IEP meeting
If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off
4
How does it feel when you do not have power over your life
5
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 onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)
WHAT IS SELF-DETERMINATION
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off
4
How does it feel when you do not have power over your life
5
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 onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)
WHAT IS SELF-DETERMINATION
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
4
How does it feel when you do not have power over your life
5
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 onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)
WHAT IS SELF-DETERMINATION
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
5
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 onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)
WHAT IS SELF-DETERMINATION
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Self-Determination
bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner
bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others
bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
7
bullEnables students to become self-sufficient
self regulated learners
bullEmpowers students to take greater control
of their own learning
bullIncreases student involvement in their
educational programs
Self Determinationas a Functional Outcome
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
8
bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)
bull By being in an environment that supports choice and student-involvement
bull By having frequent experiences that include choice and student involvement
bull By providing supports and accommodations
Self determination emergeshellip
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
9
PROCESS
Teach Component Elements of Self-
Determined Behavior
OUTCOMES
Essential Characteristics
of Self-Determined
Behavior
Process=Outcomes
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
10
Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills
Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills
Self-Reinforcement SkillsSelf-Instruction Skills
Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge
Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy
Component Elements of Self-Determined Behavior
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
11
Overhead 8 SD+SA=E
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
12
Contents of a Self-Advocacy Statement
bull Statement of Disability
bull Learning Style
bull Accommodations
bull Skills Strengths and Challenges
bull Supports needed
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
13
Self-Advocacy Template
I am
I learn best
To be successful
I need
My strengths are
My challenges are
I need these supports
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
14
How self-determined are you
bull Consider the areas of focus for transition
planning hellip
Step 1 --- What are your strengths
Step 2 --- What are your
challenges
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
15
Self-determination Model
Overhead 10
Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
16
Curricular Practices
Include choice making1 Choosing within an
activity2 Choosing between two or
more activities3 Deciding when to do an
activity4 Selecting the person with
whom to participate in an activity
5 Deciding where to do an activity
6 Choosing to end an activity at a self-selected time
Overhead 18
Elementary School Age Students
Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options
(Field et al 1998b p 49)
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
17
Curricular Practices
1 Generate personal or academic goals
2 Write goals monitor their own performance on goals and evaluate their own goals
3 Use contracts with students (social and behavioral)
4 Start to identify weaknesses and strengths in key skill areas
5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)
6 List problems all possible choices and benefits and costs of each choice
7 Involve students in brain-storming sessions
(Field et al 1998b p 49)
Late Elementary School Age Students
Overhead 19
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
18
Curricular Practices
Teach students how to1 Know the difference
between anger and assertiveness (verbal and nonverbal)
2 Role-play3 Practice identifying long-
and short-term goals4 Seek all the information
needed to make informed choices
5 Participate in IEP
6 Know their rights and responsibilities under IDEA related to transition planning
7 Advocate assertive vs aggressive
8 Communicate one-on-one and in small and large groups
9 Negotiate compromise persuade listen
10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)
Overhead 20
Secondary School Age Students
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
19
IEP Goals and Objectives Self-advocacy
Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Request needed accommodations
from all teachers
Responsible party John
Timeline 60108
Call the dentist and make
appointment
Responsible party John
Timeline 60108
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
20
IEP Goals and Objectives Self-Advocacy (cont)
Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist
ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)
Meet with teachers and request progress reportsResponsible party John
Timelines 4 wks before IEP review date
Make an appointment with guidance counselor to take an interest inventory
Responsible party John
Timelines 4 wks before IEP review date
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
21
What does the research say
bull Self-determination is essential for successful postsecondary transition outcomes
Wehmeyer Agran amp Hughes 1998
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
22
Student-directed IEP
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
23
Possible Student Roles in Planning for IEP Meeting
Participate in transition assessment
Work with case manager to write PLAAFP and to write monitor evaluate goals
Write letter of invite to IEP
Deliver IEP invitation
Identifies post school goals
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
24
Kidspirationreg Chart
Overhead 33
I will work at the hospital as a nurse
I will continue bowling with the Special Olympics
I will live in an apartment
with two roommates
I will take courses at
the community
college
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
25
Overhead 34
Inspirationreg Chart
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Possible Student Roles During IEP Meeting
Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of
interest inventories and review past goalsperformance)Develop statement of transition service needs (course of
study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Techniques to Help StudentsActively Participate in IEP Meetings
1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do
1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
The Dignity of Risk
1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get
at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you
couldnrsquot come back because they always remember yoursquore ldquotroublerdquo
1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained
because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot
allowed to do any because you werenrsquot able to do all of the shopping
1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance
(From a parent whose son is in a support work program in Richmond VA published by The Arc)
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Note taking during the meeting(Have a worksheet available)
bull What I did righthellip
bull What I could improve onhellip
bull What do you mean
bull Discusshellip
bull Reviewhellip
bull Summarizehellip
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Possible Student Roles to Follow-Up the IEP Meeting
Self-evaluate IEP meeting
Self-monitor progress made on goals and action plans
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
32
Whose Meeting Is This Again
bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo
bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo
Martin Van Dycke
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
33
Percent of Intervals Discussed Transition
Special Ed50
General Ed 4
Admin8
Family8
Support Staff20
Students10
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
35
Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml
bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp
bull KU Transition Coalition wwwtransitioncoalitionorg
bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Acknowledgements
bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004
bull Special School District of St Louis County Missouri
bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District
Recommended