self-determination: moving it forward in our schools larry kortering:...

SELF-DETERMINATION:

Moving it forward in our schools

Larry Kortering: korteringlj@appstate.edu828/262-6060

WHERE AM I COMING FROM?

DEFINING SELF-DETERMINATION

(what others say)

• A basic human right (along w/ respect, dignity, choice)

• Basis for the U.S. Constitution (self-determined country)

• When students get to exercise choice when making meaningful decisions affecting quality of life

• It is the basis for self-advocacy

• It is the basis for successful learning and college success

• It is one of the top skills demanded by tomorrow’s employers

Key Historical Underpinnings

• Philosophical history dates back to the 19th Century discussions on determinism and free will

• Wolf Wolfensburger (1972) includes self-determination as a central feature to his ideas on normalization

• People become viewed as ‘authors’ of their behavior (beginning in the 1980’s and beyond)

• More recent developments in the medical field in terms of patient outcomes (including critical and life-ending care) and motivational theories in the world of business

• The current evidence base in special education is compelling:• Goal attainment• Active participation in the IEP• Access and success in general education• Success in college

THIS MUST BE OUR GOAL?

Where I am taking you

• PROVIDE YOU WITH A COMPELLING CASE FOR INCORPORATING SELF-DETERMINATION

• PROVIDE FOR A CONCEPTUALIZATION OF HOW IT APPLIES TO STUDENTS WITH MORE INVOLVED OR LOW INCIDENCE CONDITIONS (e.g., intellectual disabilities, autism)

• PROVIDE A CONCEPTUALIZATION OF HOW IT APPLIES TO STUDENTS WITH HIGH INCIDENCE CONDITIONS (insert state terms)

• PROVIDE AN OVERVIEW OF RESOURCES (and where to get much more)

SOME REASONS FOR FOCUSING ON

SELF-DETERMINATION

EVOLVING NATURE OF OCCUPATIONS IN THIS COUNTRY

THE IMPORTANCE OF GETTING A COLLEGE DEGREE FOR AS MANY STUDENTS AS POSSIBLE

$$$$$$$$$$

THE KEY TO ALL THIS IS HELPING YOUR STUDENTS TO BE EMPOWERED IN THE REAL WORLD (they do leave us)

EVOLVING NATURE OF

‘competitive’ OCCUPATIONS

TODAY'S ADULT• On average, you will

have 5 – 7 different jobs

• Nearly 33% of you will stay with a given employer for over 20 years

• Those of us over 50 can remember friends who dropped out and still found ‘decent’ jobs

TODAY’S TEEN

• Can expect to have 25 or more different jobs as an adult

• Less than 10% of them will stay with a given business for over 10 years

• 23 of the 25 fastest growing jobs require 2 or more years of college

A COLLEGE DEGREE

Your students that graduate with a four-year degree will earn $1.2 million more over 40 years of employment than peers who drop out of high school

If they complete high school, they will earn $380,000 more than friends that drop out

A household headed by a college graduate will have 12 times the net worth of a high school graduate, probably 30 times more than one headed by school dropout

YOUR I.O.U. ($$$$$)

• As a U.S. citizen, regardless of age, you already ‘own’ over $52,321 in national debt

• 1950: 16 retirees for every taxpayer; • 2010 - 2.8 and • 2030 – projected to be 2.0 or less

• How are we going to pay this off w/o former students who ‘seek’ and ‘secure’ productive careers that pay good money and have benefits?

• Tomorrow’s world of work demands self-determined employees?

KEY ELEMENTS BEING EMPOWERED

• UNDERSTANDING YOUR TALENTS, INTERESTS, LIMITATIONS, AND PERSONALITY

• REGULAR OPPORTUNITIES TO BE SELF-DIRECTED (taking control)

• A LEVEL OF CONFIDENCE IN TAKING OWNERSHIP FOR SELF-DIRECTION

• CREATING PROGRAMS THAT PROVE RESPONSIVE TO OUR STUDENTS

SD AND OUR STUDENTS WITH

MORE INVOLVED CONDITIONS

SD BEGINS WITH ASSESSMENT

1. Independent Living

2. Vocational Interest and Skills

3. Self-Determination Assessment

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Most tools are informal, but inexpensive

For those with the most involved disabilities, most tools rely on care giver, educator or parent report

Independent Living Assessments

• Personal Preference Indicators (PPI; informal)• Adult Living and Employment Versions

• Supports Intensity Scale (formal, $$)• Used by many adult service programs

• Enderle-Severson Transition Assessments (informal, $)• Helps with Indicator 13 goals

• Life Skills Inventory now Transition Skills Inventory (Brigance, $$$)

• Casey Life Skills• On-line and free 14

Personal Preference Indicators

• Adult Living and Employment Supplement• Interview format • Family members, friends, professionals who

know student well• Likes, dislikes, social indicators, choices• Health, body clock, future

• http://education.ou.edu/zarrow/

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CURRICULAR OPTIONS

TO WORK OR NOT TO WORK

RESOURCES• SSA Redbook: http://www.ssa.gov/redbook/

• PASS Cadre: http://www.socialsecurity.gov/disabilityresearch/wi/passcadre.htm

• PASS resource: www.passonline.org

• Medicaid Thresholds: http://www.socialsecurity.gov/disabilityresearch/wi/1619b.htm

•  Service Providers: Get Workhttps://secure.ssa.gov/apps10/oesp/providers.nsf/bystate

• Substantial Gainful Activity Site: http://www.ssa.gov/oact/cola/sga.html

SUMMARY

• IT ALL BEGINS WITH ASSESSMENT TO FIGURE WHERE WE ARE AND NEED TO GO

• PROCESS FOR BEING RESPONSIVE TO WHAT WE LEARN ABOUT AND FROM OUR STUDENTS

• HOW DO WE INFUSE IT INTO OUR CURRICULUM:• FORMAL CURRICULUM PACKAGES• SCHOOL AND OUT OF SCHOOL EXPERIENCES• BRINGING FAMILIES ON BOARD• IN SCHOOL ACTIVITIES DO NOT EQUAL

WORKSHEETS?

QUESTIONS

SD AND STUDENTS WITH

HIGH INCIDENCE

CONDITIONS?

HOW DO WE WORK WITH THESE STUDENTS

• OPPORTUNITIES TO TAKE CHARGE OF THEIR LEARNING

• STAND AND DELIVER WAS A GREAT MOVIE BUT WE NEED A BETTER APPROACH

• ENGAGE THEM IN LEARNING• TECHNOLOGY• RELEVANCE• SUCCESS

OPPORTUNITIES TO BE SELF-DETERMINED

*CHOOSING THEIR COURSE WORK

*LINING UP SUMMER OR WEEKEND JOBS

*MAKING CHOICES IN THEIR ACADEMIC CLASSES

*DEVELOPING THEIR IEP

*DEVELOPING THEIR SUMMARY OF

PERFORMANCE

*OPPORTUNITIES TO PARTICIPATE IN THEIR

TRANSITION ASSESSMENT

THEY NEED A SENSE OF

CONFIDENCE TO TAKE CHARGE OF THEIR LEARNING

DIRECTING YOUR OWN LEARNING IS A KEY TO

ENGAGEMENT AND SUCCESS (academics and life)

STRUCTURE WITH UNIVERSAL DESIGN FOR LEARNING IN MIND

(learning as a buffet)

AS ADULTS THEY WILL NEED TO HAVE AN AMBITION TO PURSUE

SUCCESS

AS ADULTS WE SHY AWAY FROM SETTINGS WHERE WE FAIL OR

LACK CONTROL

ACADEMIC SUCCESS

• YOUR EXAMPLES OF GREAT AND TERRIBLE LEARNING EXPERIENCES

• WHERE DOES SELF-DETERMINATION FIT IN THIS PICTURE?

• EVIDENCE FROM A THREE-YEAR STUDY OF UNIVERSAL DESIGN FOR LEARNING

• WHERE DO WE GO FROM HERE

RESOURCES

• NOW WE ARE GOING ON A TOUR OF SOME RESOURCES AND SITES W/ THE FOLLOWING IN MIND: • CONTENT – Information on Self-

Determination• OUTREACH – new strategies for getting

it to the right folks (teachers, students, families, service providers)

• CAPACITY – What do we have and need to have so we can do this?

CONTENT: Teachers

• ZARROW CENTER

• TRANSITION COALITION

• CENTER FOR SELF-DETERMINATION

• PACER

• O*NET

CONTENT: Students

• TEXAS REALITY CHECK

• FINANCIAL AID FOR COLLEGE

• I’M DETERMINED

• SELF–DETERMINATION GATEWAY

NEW STRATEGIES

• https://www.youtube.com/watch?v=4tZ7_CIw3ig

• https://www.youtube.com/watch?v=VGrcets0E6I

• http://www.xtranormal.com/watch/6785649/professional-athlete-what-are-the-odds

• http://www.xtranormal.com/watch/7006747/transition-services

• https://sites.google.com/site/transitionassessment/

• http://kahnacademy.org

CAPACITY CONSIDERATIONS

• CREATING A ‘DEMAND’ FOR THIS STUFF

• FORMAL CURRICULA ARE EXPENSIVE TO A DUTCH PERSON

• TYPE OF INTERNET ACCESS

• FIRE WALLS • Do not give up• Get your tech person on board w/ what

you are doing