Teaching Self Determination:

Teaching Self Determination:

Property of Region 10 and 11 Education Centers. Materials may be reproduced for classroom use.It is the policy of Region 10 and 11 Education Centers not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.

Presenters:Cindy Pierce Carla JohnsonCindy.pierce@region10.org cjohnson@esc11.netP

Agenda

• What is self-determination?

• Teacher self-determination

• Sessions 1-16 from Pro-Ed Steps to Self-Determination: A Curriculum to Help Adolescents Learn to Achieve Their Goals

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Purposes of Training

• Provide participants the knowledge and skills of the 22 competencies for being self-determined as educators

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What is Self-Determination?

• Knowledge, skills, attitudes and beliefs a student acquires throughout his or her educational experience (K-12) that enables the student to plan and pursue his or her postsecondary goals.

• Self-determination is the “ultimate goal of education.” (Halloran,

1993)

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What is Self-Determination?

• The attitudes, abilities, and skills that lead people to define goals for themselves and to take the initiative to reach these goals (Ward, 1988).

• The capacity to choose and to have those choices be the determinants of one’s actions (Deci & Ryan, 1985).

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What is Self-Determination?

• One’s ability to define and achieve goals based on a foundation of knowing and valuing oneself (Field & Hoffman, 1994).

• A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior (Field, Martin, Miller, Ward, & Wehmeyer, 1998).

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Self-Determination

Why is it so important?• Student’s are in control of their futures and

can see the relevancy of school• Deci & Ryan(2002) indicate that the

psychological needs of competence, autonomy, and relatedness are satisfied

• Educational “best practice” • Increases parent involvement

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Component ElementsComponent Elements of of Self-DeterminationSelf-Determination

• Decision-making• Choice-making• Problem solving• Independent living, risk taking, and safety

skills• Self-observation, evaluation, and

reinforcement skills

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Component ElementsComponent Elements of of Self-DeterminationSelf-Determination

• Goal-setting and attainment skills• Self-instruction skills• Self-advocacy and leadership skills• Positive self-efficacy and outcome

expectancy• Self-understanding• Self-awareness

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22 Self- Determination Competencies for Educators

• Dream• Know your strengths, weaknesses, needs, and

preferences• Know available options• Know how to make decisions• Accept yourself, with strengths and

weaknesses• Accept and address your perceived

weaknesses

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22 Self- Determination Competencies for Educators

• Know and respect your rights• Know and respect your responsibilities• Take care of yourself• Set goals• Break a goal into steps• Anticipate potential results of actions• Be creative

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22 Self- Determination Competencies for Educators

• Visually rehearse• Take risks• Clearly communicate• Access resources and supports• Negotiate• Deal with conflict and criticism• Be persistent• Reflect on and learn from experiences• Reinforce yourself for success

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Orientation for Teaching Self-Determination

• Participants will identify friends or family members who will support them in the self-determination process

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Session 1: Dreaming to Open Possibilities

• Participants will identify two or three dreams and share them with a partner

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Session 2: What is Important to Me?

• Participants will utilize their dreams to identify what is important to them

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Session 3: Creating Options for Long-Term Goals

• Participants will brainstorm possible long-term goals for career/vocational, social, daily living, and leisure activities

• Participants will identify and develop a list of self care activities

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Session 4: Setting Goals

• Participants will narrow options and select long-term goals

• Participants will identify short-term goals that will assist them in meeting the long-term goal

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Climb the Mountain

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Session 5: Choosing Short-Term Goals

• Participants will select one short-term goal that they will achieve during the a period of time determined by the teacher. Example: grading period, two weeks, etc.

• Participants will gain knowledge and skills related to the needed steps toward goal achievement

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Session 6: Planning the Steps to Reach a Short-Term Goal

• Participants will identify the necessary steps for goal achievement

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Session 7: Planning Actions for the Steps

• Participants will identify the needed actions required for each short-term goal

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Session 8: Taking the First Step

• Participants will gain knowledge and skill in anticipating the possible results of their actions

• Determine the first action toward their short term goals

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Session 9: Creative Barrier Breaking

• Participants will share the results of their actions taken to reach their short-term goal

• Participants will gain knowledge and skill in determining creative solutions

• Participants will identify possible results of their planned actions

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Session 10: A Little Help From My Friends

• Participants will identify the benefits of group problem solving

• Participants will anticipate the results of their actions

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Session 11: A Journey to Self-Determination

• Participants will listen to an individual with a disability describe their self-determination journey

• Participants will anticipate possible results related to their actions

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It’s All About You; Get to know your IEP Video

• Elementary School (10 minutes)• Secondary School (10 minutes)• www.imdetermined.org

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SessionSession 12: Assertive 12: Assertive Communication ICommunication I

• Participants will discriminate between passive, assertive and aggressive communication

• Participants will identify the actions toward their goal

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Session 13: Assertive Communication II

• Participants will differentiate between passive, aggressive and assertive communication• Participants will learn the steps to assertive communication

Session 14: Negotiation

• Participants will negotiate a “win-win” solution to a problem

• Participants will anticipate the results of their actions

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Session 15: Conflict Resolution

• Participants will demonstrate conflict resolution skills in role play scenarios

• Participants will anticipate the results of their actions

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Session 16: Where Do We Go From Here?

• Participants will reflect on their acquired knowledge related to self-determination

• Participants will brainstorm ideas for continued progress related to self determination

• Celebrate!!!

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It’s All About You; Get to Know Your IEP Video

• Elementary School (10 minutes)• Secondary School (10 minutes)• www.imdetermined.org

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Connections

• State Performance Plan Indicators

• Transition Components

• Access to the General Curriculum

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