AGENDA• 6:40 Reading discussion• 7:00 Meet John Calhoun• 8:00 Break• 8:15 Self determination

• Defined• Take Charge activity

• 9:00 Assignment info: Life maps• 9:10 Reflection • 9:15 Go home

To

day

Course map

Self determination & self advocacy

Person -centered planningFamily systems theoryFamily empowerment

Resource mappingInteragency cooperation

learned through theseUNITS

Building reliable alliances with

families

Transition to post-secondary environments

Teaching self determination

Concepts:

Person-centered planning methods

We are here

A Reflection on Vulnerability

1. What did Judith Snow’s own perspective on disability offer to you?

2. Give examples of what she meant by “those who are wanted and those who are not”.

3. If you could make Judith’s views about the power of “language” your own, what would it be?

Meet John Calhoun

Promoting Self Determination Skills in IEP Planning

1. Why is self determination so important for adolescents and adults with disabilities?

2. What kinds of skills need to be taught to students for them to become self determined in their adult lives?

3. Describe a few teaching practices and curricula that support students to develop skills and attitudes needed for self-determination.

Self determination defined

Wehmeyer (1996)• "…acting as the primary causal agent in one's

life and making choices and decisions regarding one's quality of life free from undue external influence or interference."

Powers et al (1996)• "self-directed action to achieve personally

valued goals"

Self knowledgeHow might you teach students to know about

themselves and their learning needs?

Dreaming and goal settingHow might you teach students to become active participants in the planning process?

Taking action for yourselfHow might you teach students to make informed decisions about their futures?

Activity

• Pair up and choose one person to complete the “ My Lifeline” activity

• One shares, one records

• Debrief - what did you learn?

Life Map AssignmentHere's your chance to envision your future or work together with a person with disabilities to visualize their future.

You will need to: • choose to do this yourself or select a person who will be

experiencing a transition in the near future; • create a map (poster-size) that depicts life now and 5 years

from now.

• Short presentations of your life maps will occur the November 25th class.

• If you present a life map representing another person, please take precautions to protect the identity and confidentiality of the person.

Writing prompt for class reflection

Considering students you are currently working with, how

might you promote self determination skills into IEP

planning?