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2015-10-08
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Taking the next step: Taking the next step: Taking the next step: Taking the next step: Fostering selfFostering selfFostering selfFostering self----
determination in young determination in young determination in young determination in young adults with special needsadults with special needsadults with special needsadults with special needs
Marina Bresba & Amanda Saxe
Riverside School Board & McGill University
T O D AY ’ S S C H E D U L E
1. Self-Determination: What is it?2. Self-Determination Literature Review3. Group activity4. Introducing Adam’s P.A.C.E.5. Fostering self-determination at Adam’s P.A.C.E.6. Group activity
“…acting volitionally, making things happen in one’s life, and being the causal agent in one’s life”
(Wehmeyer, 2015, p.21)
S E L F - D E T E R M I N AT I O N: W H AT I S I T ?
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Decisions are made:
ConsciouslyDeliberatelyWith intent
(Wehmeyer, 2007)
S E L F - D E T E R M I N AT I O N: W H AT I S I T ?
SD is not about not being influenced by other people, but being influenced and despite this, making
decisions for yourself
(Wehmeyer, 1999)
S E L F - D E T E R M I N AT I O N: W H AT I S I T N O T ?
SD is not about needing to complete tasks independently, but being able to control how one completes a task (ie. asking for help when needed)
(Wehmeyer, 1998)
S E L F - D E T E R M I N AT I O N: W H AT I S I T N O T ?
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S E L F - D E T E R M I N AT I O N: W H AT I S I T N O T ?
SD is not avoiding making mistakes altogether, but re-evaluating your strategies and making
changes as a result of mistakes.
(Wehmeyer, 1998)
Used to refer to nations who govern themselves (World War I)
Personality and motivation research
Disability literature in 1970s
Used in the 1990s re. IDEA mandate
(Wehmeyer, 1997, 1998)
H I S T O R Y O F S E L F - D E T E R M I N AT I O N
L I T E R AT U R E
Autonomy Self-Regulation
Psychological Empowerment
Self-Realization
(Wehmeyer, 1997, 2007)
E S S E N T I A L C H A R A C T E R I S T I C S O F
S E L F - D E T E R M I N AT I O N
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• More students with disabilities being included in mainstream education (Denney & Daviso, 2012)
• Many studies showing that students with disabilities are less likely to be self-determined (Wehmeyer, 2007)
• All four essential characteristics of self-determination positively associated with enhanced quality of life (Lachapelle, 2005)
W H Y I S I T I M P O R TA N T F O R E D U C AT O R ST O H E L P T H E I R S T U D E N T S F O S T E R
S E L F - D E T E R M I N AT I O N?
• More and more students with disabilities transitioning from school to workforce
• Need for these individuals to have skills necessary for this transition so that they can be successful
A D U LT O U T C O M E S A N D
S E L F - D E T E R M I N AT I O N
• More likely to have own bank account• More likely to be employed • Higher wages • More likely to live independently • More likely to buy own groceries• More likely to receive job training• If employed, more likely to receive job benefits
(Wehmeyer & Schwartz, 1996; Wehmeyer & Palmer, 2003)
P O S I T I V E A D U LT O U T C O M E S A S S O C I AT E DW I T H H I G H E R S E L F - D E T E R M I N AT I O N
A M O N G S T U D E N T S W I T HD E V E L O P M E N TA L D I S A B I L I T I E S
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Choice-MakingDecision-MakingProblem-Solving
Goal-Setting & AttainmentSelf-Advocacy & Leadership
Self-Management & Self-RegulationSelf-Awareness & Self-Knowledge
W H AT D O E S T H I S L O O K L I K E ?
• Need for instructional interventions that specifically target self-determination in order for these skills to be developed in students (Wehmeyer, 2007)
• Specific interventions (ie. Self-Determined Learning Model of Instruction) cause significant improvements in the self-determination of high school students with cognitive disabilities (Wehmeyer et al., 2012)
• The earlier, the better! (Martin, Morehart, Lauzon, & Daviso, 2013)
• Having students involved in the organization of their IEP allows them to practice using self-determination skills (Denney & Daviso, 2012; Martin et al., 2013)
• Individual Transition Plans important for students with disabilities transitioning to adulthood
• TÉVA: Transition École/Vie Active
T H E I T P
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A D A M ' S D R E A MI T A L L S T A R T E D W I T H . . .
R IV E R S ID E S C H O O L B O A R D&C H A M P L A IN C O L L E G E S A IN T L A M B E R T
A J O I N T P R O J E C T
O V E R V I EW
• PACE : Post-secondary, Alternative, Community-based Education
• An inclusive post-secondary program designed to meet the individual needs of RSB students aged 18-21 with developmental disabilities
• Includes core academics, job & mobility training, college classes and activities, leisure and recreational activities, links with community supports, transition planning
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C O L L E G E L I F E
• Audit courses
• Clubs
• FACT: Friendship and Community Ties
• Activities
• Friends
• Convocation
C O M M U N I T Y I N V O L V E M E N T
• Wave Against Bullying
• International Day of Persons with Disabilities
• Fund-raisers for disaster relief, Heart & Stroke, Autism Speaks…
• Hosting friends from neighbouring schools and programs
• Community service & volunteering
Aims to recognize, honour and promote students in all spheres of activity in society who have exhibited remarkable excellence and commitment while rigorously pursuing their studies.
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O U T C O M E S
• Improved social & communication skills
• Increased mobility in the community
• Increased involvement in community leisure & recreational activities
• WOTP certification or Challenges attestation (MELS)
• Next steps:
• Continuing education (DES, vocational ed., tutoring)
• Volunteer work
• Paid employment
• Increased self-determination… #1 predictor of post-school success
C H O I C E - M A K I N G
• DEFINITION: Indicating one’s preference when given a set of choices.
(Walter, Johnson, & Schomberg, 2009)
C H O I C E - M A K I N G
• Activities: Clubs, free time, field trips, class activities
• Learning activities: IXL math, volunteering, cooking
• Ways of approaching problems or assignments
• Ways of demonstrating knowledge: PPT, Keynote, comic strip, models
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D E C I S I O N - M A K I N G
• DEFINITION: Choosing one’s actions based on possible outcomes.
(Walter, Johnson, & Schomberg, 2009)
D E C I S I O N - M A K I N G
• Audit courses
• Stage choices
• Class rules
• Election guide
• Explicit instruction
P R O B L E M - S O L V I N G
• DEFINITION: Thinking of solutions to difficult or unclear situations.
(Walter, Johnson, & Schomberg, 2009)
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P R O B L E M - S O L V I N G
• Life skills: Conflict resolution, “What Would You Do?” videos
• Every day problems: Forgotten homework, money, lunch, material
• Academic skills: strategies for solving math word problems
G O A L - S E T T I N G & A T T A I N M E N T S K I L L S
• DEFINITION: Thinking about what one wants to accomplish and making a plan for it.
(Walter, Johnson, & Schomberg, 2009)
G O A L - S E T T I N G & A T T A I N M E N T S K I L L S
• Prerequisites for work and educational opportunities
• SMART goal setting: short & long term
• Individual goals & rewards, ex. “on time” goal
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S E L F - A D V O C A C Y & L E A D E R S H I P
• DEFINITION: Being aware of one’s rights, communicating these rights to others, and being assertive.
S E L F - A D V O C A C Y & L E A D E R S H I P
• FACT activities
• Communication: styles, voice, body language, asking for help
• Public speaking workshops
• Team work, ex. FILM IT project with Spectrum Productions, video tour (planning, writing, acting, filming, sound monitoring, directing, editing)
• Peer teaching, ex. travel train peers
• Actively participating in & eventually leading their own ITP meeting
S E L F - R E G U L A T I O N & S E L F -M A N A G E M E N T S K I L L S
• DEFINITION: Being aware of and making deliberate decisions regarding one’s behaviour, managing one’s own schedule, and self-instructing.
(Walter, Johnson, & Schomberg, 2009)
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S E L F - M A N A G E M E N T & S E L F -R E G U L A T I O N S K I L L S
• 5-Point Scale: emotions, volume, problem-size, group participation
• Stress-management and self-calming: strategies & tools such as yoga, distractions, and positive self-talk
• Personal schedule: activities, audit classes, meetings, class jobs
• Time-management: Time Timer, time-checks, planning due dates
S E L F - A W A R E N E S S & S E L F -K N O W L E D G E
• DEFINITION: Being aware of, and making decisions based on, one’s strengths, difficulties, likes, and dislikes.
(Walter, Johnson, & Schomberg, 2009)
S E L F - A W A R E N E S S & S E L F -K N O W L E D G E
• Portrait of Myself as a Young Worker: interests, abilities, knowledge & skills (education & training), work values & style
• Daily Reflections
• Self-assessments: learning style, spending habits, post-stage
• This I Believe podcasts
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Baker, J. (2005). Preparing for Life: The Complete Guide for Transitioning to Adulthood for those with Autism and Asperger’s Syndrome. Arlington, TX: Future Horizons.
Cabeza, B., Magill, L., Jenkins, A., Carter, E.W., Greiner, S., Bell, L., & Lane, K. L. (2013). Promoting self-determination among students with disabilities: A guide for Tennessee educators. Nashville, TN: Project Support and Include, Vanderbilt University. Available at http://vkc.mc.vanderbilt.edu/ci3t/wp-content/uploads/2013/09/Self-DeterminationBrief-vs2.pdf
Denney, S. C. & Daviso, A. W. (2012). Self-determination: A critical component of education. American Secondary Education, 40(2), 43-51.
Faherty, C. (2014). Autism… What Does It Mean To Me? Arlington, TX: Future Horizons.
Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M.-C., Courbois, Y., Keith, K. D., Schalock, R., Verdugo, M. A., & Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49(10), 740-744. Available at http://www.researchgate.net/publication/7601056_The_Relationship_Between_Quality_of_Life_and_Self-Determination_An_International_Study.
Loman, S., & Horner, R. (2010). Promoting self-determination: A practice guide. The US Department of Health and Human Services, Administration on Developmental Disabilities: A National Gateway to Self-Determination. Available at http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.pdf
Martin, L. A., Morehart, L. M., Lauzon, G. P., & Daviso, A. W. (2013). Teachers’ views of student’s self-determination and citizenship skills. American Secondary Education, 41(2), 4-23.
Mougey, M. O., Dillon, J. C., Pratt, D. (2009). More Tools for Teaching Social Skills in School. Boys Town, Nebraska: Boys Town Press.
Owens, L., Beckman, M.A., Price, C., Greco, L., Paddock, R., Gugerty, J. . . . Dawson, W. (2013). Opening Doors to Self-Determination Skills: Planning for Life After High School. Wisconsin Department of Public Instruction. Available at www.dpi.wi.gov/sped/pdf/tranopndrs-self-determination.pdf
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities. The Journal of Special Education, 48(4), 256-267. Available at http://sed.sagepub.com/content/48/4/256.full.pdf+html
Wehmeyer, M. (1997). Self-determination as an educational outcome: A definitional framework and implications for intervention. Journal of Developmental and Physical Disabilities, 9(3), 175-209. doi: 10.1023/A:1024981820074
R E F E R E N C E S & R E S O U R C E S
Wehmeyer, M. L. (1998). Self-Determination and individuals with significant disabilities: Examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 23(1), 5-16. Available at http://rampages.us/sedp611/wp-content/uploads/sites/6756/2015/04/Wehmeyer-1998.pdf.
Wehmeyer, M. (1999). A functioning model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14(1), 53-61. doi: 10.1177/108835769901400107. Available at http://kuscholarworks.ku.edu/bitstream/handle/1808/6197/SD5_A%20Functional%20Model%20of.pdf?sequence=1
Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. New York: Guilford Press.Wehmeyer, M. L. (2015). Framing the future: Self-determination. Remedial and Special Education, 36(1), 20-23. doi:
10.1177/0741932514551281. Available at http://rse.sagepub.com/content/36/1/20.full.pdf+html.Wehmeyer, M., Lawrence, M., Garner, N., Soukup, N., & Palmer, S. (2004). Whose Future Is It Anyway? A student-directed
transition planning process. 2nd edition. Available from http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-education-materials/whos-future-is-it-anyway.html.
Wehmeyer, M. L. & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three- years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131-144. Available at http://www.beachcenter.org/Research%5CFullArticles%5CPDF%5CSD25_AdultOutcomesforstudents.pdf
Wehmeyer, M. & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255. Available at http://www.researchgate.net/profile/Michael_Wehmeyer/publication/44029651_Self-Determination_and_Positive_Adult_Outcomes_A_Follow-up_Study_of_Youth_with_Mental_Retardation_or_Learning_Disabilities/links/54d26ff90cf28e0697242427.pdf
Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78(2), 135-153. doi: 10.1177/001440291207800201
Walter, M., Johnson, A., & Schomberg, S. (2009). Self-Determination Guide: Results and Strategies from a Survey of Wisconsin Paraprofessionals. Madison, WI: Natural Supports Project, Waisman Center, University of Wisconsin-Madison. Available at http://www.waisman.wisc.edu/naturalsupports/pdfs/Self-Determination.pdf
Wehmeyer, M. L. (1995). The Arc's Self-Determination Scale and Procedural Guidelines. Available at http://www.thearc.org/document.doc?id=3670 and http://www.thearc.org/document.doc?id=3671
Weir, K., Cooney, M., Walter, M., Moss, C., Center, W., & Carter, E. W. Fostering Self-Determination Among Children and Youth with Disabilities – Ideas from Parents, for Parents. Waisman Center, University of Wisconsin-Madison. Available at http://www.waisman.wisc.edu/naturalsupports/pdfs/FosteringSelfDetermination.pdf
R E F E R E N C E S & R E S O U R C E S , c o n t ’ d
F O R M O R E I N F O R M A T I O N
• Marina Bresba, Adam’s PACE teacher / coordinator
• Amanda Saxe, Course Lecturer and PhD Candidate, McGill University
