Self-Determination as a Self-Determination as a Dropout Prevention Dropout Prevention

StrategyStrategy

First Annual Special Education Forum on Dropout PreventionOrlando, FL

November 3, 2004

Dalun Zhang, Ph.D.Clemson University

Since 1990s, self-Since 1990s, self-determination has determination has received increased received increased attention in the field attention in the field of special education of special education and disability and disability servicesservices

Facts about Self-Facts about Self-DeterminationDetermination

►Individuals with disabilities and Individuals with disabilities and their families identified SD as a their families identified SD as a top need.top need.

►The U.S. Department of The U.S. Department of Education funded numerous SD Education funded numerous SD research projects and SD research projects and SD demonstration projects since demonstration projects since 1990.1990.

►Most states have incorporated SD Most states have incorporated SD into their services and funding into their services and funding prioritiespriorities

► Field, Martin, Miller, Ward, and Wehmeyer Field, Martin, Miller, Ward, and Wehmeyer (1998b) identified 35 curricula that were (1998b) identified 35 curricula that were designed for this purpose; whereas Test, designed for this purpose; whereas Test, Karvonen, Wood, Browder, and Algozzine Karvonen, Wood, Browder, and Algozzine (2000) found 60 curricula and 675 other (2000) found 60 curricula and 675 other resources. resources.

► A number of professional journals devoted a A number of professional journals devoted a special issue to SD (e.g. The Journal of special issue to SD (e.g. The Journal of Vocational Rehabilitation, Career Vocational Rehabilitation, Career Development for Exceptional Individuals, Development for Exceptional Individuals, etc.)etc.)

► Over 450 articles have been published on Over 450 articles have been published on the topic of self-determinationthe topic of self-determination

► CEC Pre-Conference Capacity Building CEC Pre-Conference Capacity Building Institute 04Institute 04

►BackgroundBackground

►Phase I (mid-1980 - 1990)Phase I (mid-1980 - 1990)

►Phase II (1990 - present)Phase II (1990 - present)

Federal Mandates Federal Mandates

Federal InitiativesFederal Initiatives

Self-DeterminationSelf-Determination MovementMovement

BackgroundBackground► Graduation from high school is a major milestone Graduation from high school is a major milestone

for every adolescent because it marks the transition for every adolescent because it marks the transition from adolescence to young adulthood from adolescence to young adulthood

► Successful completion of the transition process is, Successful completion of the transition process is, in many cases, a natural and self-perpetuating one in many cases, a natural and self-perpetuating one for high school students without disabilities. For for high school students without disabilities. For high school students with disabilities, however, the high school students with disabilities, however, the transition process is often not as natural transition process is often not as natural

► Education must play a more critical role in Education must play a more critical role in facilitating task development and preparation for facilitating task development and preparation for adulthood adulthood

► Follow-up studies of the 1980s and 1990s found Follow-up studies of the 1980s and 1990s found disappointing outcomesdisappointing outcomes

► Consumers and researcher identified lack of self-Consumers and researcher identified lack of self-determination as a major cause of this determination as a major cause of this disappointing outcomesdisappointing outcomes

Phase IPhase I

► The Phase I period started in the mid-The Phase I period started in the mid-1980s when significant attention was 1980s when significant attention was focused on the benefits of empowering focused on the benefits of empowering consumersconsumers

► This was a period when people with This was a period when people with disabilities and their families organized to disabilities and their families organized to assert their rights of citizenship, advocate assert their rights of citizenship, advocate for social and political change, and for social and political change, and demand access to the neighborhoods, demand access to the neighborhoods, jobs, schools and activities enjoyed by jobs, schools and activities enjoyed by persons without disabilities persons without disabilities

► However, the issues of preference, choice, However, the issues of preference, choice, and personal autonomy received little and personal autonomy received little attention in the field of special education attention in the field of special education

Phase IIPhase II

►Phase II started in 1990 when the Phase II started in 1990 when the IDEA was passed. IDEA was passed.

►Characterized by federal Characterized by federal legislation and federal initiative legislation and federal initiative pertaining to self-determinationpertaining to self-determination

Federal Mandates Pertaining Federal Mandates Pertaining to SDto SD

IDEA:IDEA:► ……. be planned . be planned

based on the based on the student’s student’s preferencespreferences and and interestsinterests

► Students must be Students must be includedincluded in their in their transition transition planning meetingplanning meeting

Rehabilitation Act:Rehabilitation Act:► disability is … in disability is … in

no way diminishes no way diminishes the rights to live the rights to live independently, independently, enjoy self-enjoy self-determinationdetermination, , make choices, make choices, contribute to contribute to society, ……..society, ……..

ConsensusConsensusAs a result of consumers’ efforts and federal As a result of consumers’ efforts and federal mandates and initiatives, three agreements were mandates and initiatives, three agreements were reached in early 1990s:reached in early 1990s: Self-determination is a critical outcome of the Self-determination is a critical outcome of the transition process for students with disabilities transition process for students with disabilities and must be part of the career development and must be part of the career development process that begins in early childhood and process that begins in early childhood and continues throughout adult lifecontinues throughout adult life

People with disabilities have the same right to People with disabilities have the same right to self-determination as is available to all self-determination as is available to all AmericansAmericans

Professionals working across various disciplines Professionals working across various disciplines in the field of disability services need to provide in the field of disability services need to provide opportunities for students with disabilities to opportunities for students with disabilities to experience choice and exercise self-experience choice and exercise self-determination. determination.

What is Self-determination?What is Self-determination?

► Historically, self-determination referred Historically, self-determination referred

to the right of nations or ethnic to the right of nations or ethnic

minorities to self-governance. Derived minorities to self-governance. Derived

from this original meaning, self-from this original meaning, self-

determination, has been appropriated determination, has been appropriated

by disability rights advocates and by disability rights advocates and

people with disabilities to refer to their people with disabilities to refer to their

“rights” to have control over their lives. “rights” to have control over their lives.

The present use of self-The present use of self-determination within special determination within special education emphasizes education emphasizes empowerment of individuals with empowerment of individuals with disabilities. disabilities.

Self-determination as an Self-determination as an Educational OutcomeEducational Outcome

Wehmeyer conceptualizes self-Wehmeyer conceptualizes self-determination as an educational determination as an educational outcome. He defines self-determination outcome. He defines self-determination as “acting as the as “acting as the primary primary causal agentcausal agent in in one’s life and making choices and one’s life and making choices and decisions free from decisions free from undue externalundue external influences or interference” influences or interference” - Wehmeyer, M. L. - Wehmeyer, M. L. (1996). Self-determination as an educational outcome.(1996). Self-determination as an educational outcome.

Field, Martin, Miller, Ward, & Wehmeyer Field, Martin, Miller, Ward, & Wehmeyer (1998) define self-determination as:(1998) define self-determination as:

A combination of skills, knowledge, and A combination of skills, knowledge, and beliefs that enable a person to engage in beliefs that enable a person to engage in goal-directed, self-regulated, autonomous goal-directed, self-regulated, autonomous behaviorbehavior. An . An understandingunderstanding of one’s strengths of one’s strengths and limitations together with a and limitations together with a beliefbelief in in oneself as capable and effective are essential oneself as capable and effective are essential to self-determination. When acting on the to self-determination. When acting on the basis of these skills and attitudes, individuals basis of these skills and attitudes, individuals have greater ability to take control of their have greater ability to take control of their lives and assume the role of successful adults lives and assume the role of successful adults in our society. in our society.

My reviews of various definitions yielded 6 common My reviews of various definitions yielded 6 common points:points:

► Self-determination concerns an individual’s control Self-determination concerns an individual’s control over his or her own life; over his or her own life;

► In order to control one’s own life, an individual needs In order to control one’s own life, an individual needs to have certain attitudes, characteristics, and to have certain attitudes, characteristics, and abilities; abilities;

► An individual needs to interact with the environment An individual needs to interact with the environment in an appropriate way; in an appropriate way;

► A person needs to have freedom and independence;A person needs to have freedom and independence;► One needs to know and value oneself and be able to One needs to know and value oneself and be able to

make choices and decisions based on one’s own make choices and decisions based on one’s own interests and preferences; interests and preferences;

► A person has to be able to set and achieve goals A person has to be able to set and achieve goals which lead to achievement of adult outcomes. which lead to achievement of adult outcomes.

Essential Characteristics of Essential Characteristics of Behaviors that are Self-Behaviors that are Self-

DeterminedDetermined

►Make choices and decisions as Make choices and decisions as neededneeded

►Exhibit some personal and Exhibit some personal and internal control over actionsinternal control over actions

►Feel capable and act that wayFeel capable and act that way►Understand the effects of own Understand the effects of own

actionaction

ComponentComponent ElementsElements ofof SDSD

Choice-makingChoice-making

Decision MakingDecision Making

Problem-solvingProblem-solving

Goal setting and attainmentGoal setting and attainment

Self-regulationSelf-regulation

Self-advocacySelf-advocacy

Self-understanding & awarenessSelf-understanding & awareness

Self-efficacySelf-efficacy

Self-Determination ModelsSelf-Determination Models

►Wehmeyer's (1997) self-Wehmeyer's (1997) self-determination model focuses on determination model focuses on the conceptualization of the the conceptualization of the concept of self-determination. This concept of self-determination. This model is developed to explain self-model is developed to explain self-determined behaviors in general. It determined behaviors in general. It identifies four essential identifies four essential characteristics that self-characteristics that self-determined people possess and 12 determined people possess and 12 component elements of self-component elements of self-determination.determination.

►Field and Hoffman’s (1994) self-Field and Hoffman’s (1994) self-determination model focuses on determination model focuses on skills, knowledge, and values that skills, knowledge, and values that lead to self-determination. It has lead to self-determination. It has five major components: know five major components: know yourself, value yourself, plan, act, yourself, value yourself, plan, act, and experience outcomes and and experience outcomes and learn. The following figure learn. The following figure presents the five components and presents the five components and their sub-components and the their sub-components and the relationship among the five relationship among the five components. components.

I know what Self-determination is. But…

Does it lead to better student outcomes?

??

SD Leads to Better Transition SD Leads to Better Transition OutcomesOutcomes

Life following formal education is Life following formal education is uncertain and overwhelming for many uncertain and overwhelming for many young people with disabilities, and young people with disabilities, and support services are typically hard to support services are typically hard to find (Powers, Sowers et al., 1996). In find (Powers, Sowers et al., 1996). In order to be successful, it is critical that order to be successful, it is critical that youth are self-determined so that they youth are self-determined so that they are able to manage the challenges they are able to manage the challenges they will face on a day-to-day basis. will face on a day-to-day basis.

Generally the opportunity to make Generally the opportunity to make choices, express preferences, set choices, express preferences, set goals, and self-regulate learning and goals, and self-regulate learning and behavior have all been linked to more behavior have all been linked to more favorable educational and adult favorable educational and adult outcomes. outcomes.

-- Wehmeyer (1997)

Two Follow-Up StudiesTwo Follow-Up Studies

Wehmeyer and Schwartz (1997) conducted Wehmeyer and Schwartz (1997) conducted a follow-up study of youth with mental a follow-up study of youth with mental retardation or learning disabilities. They retardation or learning disabilities. They collected data prior to their exit from high collected data prior to their exit from high school and one year after exit. Fschool and one year after exit. Findings indings showed that individuals with higher level showed that individuals with higher level of self-determination were more likely to of self-determination were more likely to have experienced a greater number of have experienced a greater number of positive adult outcomes, including a positive adult outcomes, including a higher likelihood of being employed and higher likelihood of being employed and earning more per hour than those who earning more per hour than those who were not self-determinedwere not self-determined..

Wehmeyer & Palmer (2003) published a follow-up Wehmeyer & Palmer (2003) published a follow-up study of 94 high school completers one- and study of 94 high school completers one- and three-years after exiting school. They found:three-years after exiting school. They found:

► Individuals in the high SD group fared much better than Individuals in the high SD group fared much better than individuals in the low SD group in 6 out of 8 adult living individuals in the low SD group in 6 out of 8 adult living areas one-year after left school and fared better in all 8 areas one-year after left school and fared better in all 8 adult living areas three-years after left school. adult living areas three-years after left school.

► More individuals in the high SD group paid their phone More individuals in the high SD group paid their phone bills and groceries and had a bank account one-year after bills and groceries and had a bank account one-year after school. At three-year after school, even more individuals in school. At three-year after school, even more individuals in the high SD group did these things. In addition, more the high SD group did these things. In addition, more individuals in the high SD group paid their rent and individuals in the high SD group paid their rent and utilities. utilities.

► Individuals in the high SD group also enjoyed better Individuals in the high SD group also enjoyed better overall benefits at three-years after school. They also had overall benefits at three-years after school. They also had better specific benefits in vacation, sick leaves, and health better specific benefits in vacation, sick leaves, and health insurance.insurance.

McMillan & Reed (1994) found that some McMillan & Reed (1994) found that some students could be classified as at-risk, but students could be classified as at-risk, but developed characteristics and coping skills developed characteristics and coping skills that enable them to succeed. They term that enable them to succeed. They term these students as “resilient.”these students as “resilient.”

Their Common characteristics Include:Their Common characteristics Include:► High intrinsic motivation and internal locus of High intrinsic motivation and internal locus of

control control ► Higher educational aspirationsHigher educational aspirations► Motivated by a desire to succeed, to be self-Motivated by a desire to succeed, to be self-

starting, and to be personally responsible for their starting, and to be personally responsible for their achievements achievements

► A strong sense of self-efficacyA strong sense of self-efficacy► Clear, realistic goals and are optimistic about the Clear, realistic goals and are optimistic about the

future future

►Used self-determination theory and tested a Used self-determination theory and tested a motivational model to explain the conditions motivational model to explain the conditions under which rural students formulate their under which rural students formulate their intentions to persist in, versus drop out of, intentions to persist in, versus drop out of, high school. high school.

►The model argues that motivational The model argues that motivational variables underlie students' intentions to variables underlie students' intentions to drop out and that students' motivation can drop out and that students' motivation can be either supported in the classroom by be either supported in the classroom by autonomy-supportive teachers or frustrated autonomy-supportive teachers or frustrated by controlling teachers. by controlling teachers.

Hardre and Reeve (2003) StudyHardre and Reeve (2003) Study

►Analyses of questionnaire data from 483 Analyses of questionnaire data from 483 rural high school students showed that the rural high school students showed that the provision of autonomy support within provision of autonomy support within classrooms predicted students' self-classrooms predicted students' self-determined motivation and perceived determined motivation and perceived competence. These motivational resources, competence. These motivational resources, in turn, predicted students' intentions to in turn, predicted students' intentions to persist, versus drop out, and they did so persist, versus drop out, and they did so even after controlling for the effect of even after controlling for the effect of achievement.achievement.

Risk Factors for DropoutRisk Factors for Dropout

► Family Factors: Poverty, inadequate family Family Factors: Poverty, inadequate family guidance, lack of role modelsguidance, lack of role models

► School Factors: Inadequate school practices and School Factors: Inadequate school practices and policies (e.g., a student has more than one teacher – policies (e.g., a student has more than one teacher – makes it hard for parents to connect with one adult; makes it hard for parents to connect with one adult; instruction is irrelevant)instruction is irrelevant)

► Student Factors: repeated failure, learned Student Factors: repeated failure, learned helplessness, lack of future goals, inadequate helplessness, lack of future goals, inadequate choices, poor judgment, poor peer relations, lack of choices, poor judgment, poor peer relations, lack of problem-solving skills, external locus of control, low problem-solving skills, external locus of control, low self-esteemself-esteem

Why Do Students with Why Do Students with Disabilities Drop out of School?Disabilities Drop out of School?

Two studies have provided specific Two studies have provided specific information on the primary reasons for information on the primary reasons for dropping out of school among special dropping out of school among special education youth.education youth.

► One study asked California special education One study asked California special education administrators to identify why youth left school (Jay and administrators to identify why youth left school (Jay and Padilla, 1987). They reported the following reasons in Padilla, 1987). They reported the following reasons in order of influence: dislike of school, preference for a job, order of influence: dislike of school, preference for a job, inability to get along with teachers, and friends who inability to get along with teachers, and friends who dropped out. dropped out.

► The National Longitudinal Transition Study showed that The National Longitudinal Transition Study showed that parents of students with emotional disabilities reported parents of students with emotional disabilities reported that most of their children had dropped out because of that most of their children had dropped out because of their dislike of school (32%) or because of behavior their dislike of school (32%) or because of behavior problems (27%; Wagner, 1989). problems (27%; Wagner, 1989).

ActivityActivity

►Discussion & Identification of At-Risk Discussion & Identification of At-Risk Factors for Dropout for Students with Factors for Dropout for Students with DisabilitiesDisabilities

►Which Elements of Self-Determination Can Which Elements of Self-Determination Can Be Used to Mediate/Reduce the Risks and Be Used to Mediate/Reduce the Risks and How?How?

Addressing Risk Factors by Addressing Risk Factors by Teaching Component Elements of Teaching Component Elements of

SDSD► Choice-making, decision-making, and Choice-making, decision-making, and

problem-solvingproblem-solving► Goal setting and attainmentGoal setting and attainment► Self-RegulationSelf-Regulation► Self-advocacySelf-advocacy► Self-understanding and awarenessSelf-understanding and awareness► Self-efficacySelf-efficacy

Self-Determination and Self-Determination and Standards-Based ReformStandards-Based Reform

►Component elements of self-determined Component elements of self-determined behavior are found in virtual all state and behavior are found in virtual all state and local standards across multiple content areaslocal standards across multiple content areas

►Students who are self-determined are more Students who are self-determined are more likely to be able to successfully engage with likely to be able to successfully engage with the curriculum:the curriculum: Learning-to-learn or self-regulation strategiesLearning-to-learn or self-regulation strategies Goal oriented, problem-solving focusedGoal oriented, problem-solving focused Study skills, organization skillsStudy skills, organization skills

--Wehmeyer (2004)--Wehmeyer (2004)

No Content Left BehindNo Content Left Behind

►All students need instruction to become self-All students need instruction to become self-determineddetermined Component elements in standardsComponent elements in standards Enhanced capacity to interact with and engage in Enhanced capacity to interact with and engage in

the curriculumthe curriculum Valued societal outcomeValued societal outcome

►Need to develop and implement school-wide Need to develop and implement school-wide interventions: Not just disability-focused, not interventions: Not just disability-focused, not just IEP-focusedjust IEP-focused

--Wehmeyer (2004)--Wehmeyer (2004)

Acquiring the personal Acquiring the personal characteristics which lead to self-characteristics which lead to self-determination is a determination is a developmental developmental processprocess. Children should be given . Children should be given opportunities to engage in activities opportunities to engage in activities that promote SD and should be that promote SD and should be taught SDtaught SD

Approaches to Promoting SDApproaches to Promoting SD

►Fostering SD in daily educational activities Fostering SD in daily educational activities starting from early elementary yearsstarting from early elementary years

►Infusing SD skills instruction into existing Infusing SD skills instruction into existing curriculacurricula

►Teaching SD by implementing an SD Teaching SD by implementing an SD curriculumcurriculum

►Practicing SD skills through participation in Practicing SD skills through participation in transitional and educational planningtransitional and educational planning

►School/district wide implementationSchool/district wide implementation

Start early!Start early!

► Early Childhood (2 -5)Early Childhood (2 -5)► Early Elementary Years (6 - 8)Early Elementary Years (6 - 8)► Late Elementary Years (9 - 11)Late Elementary Years (9 - 11)► Secondary Years (12 & Over)Secondary Years (12 & Over)

Fostering Self-Determination

-- Doll, Sands, Wehmeyer, and Palmer (1996)

► provide opportunities to make structured choicesprovide opportunities to make structured choices► provide opportunities to generate choices that are provide opportunities to generate choices that are

both positive and negativeboth positive and negative► provide formative and constructive feedback on provide formative and constructive feedback on

the consequences of choices made in the recent the consequences of choices made in the recent pastpast

► provide opportunities for planning activities that provide opportunities for planning activities that are pendingare pending

► provide opportunities to self-evaluate task provide opportunities to self-evaluate task performance to a modelperformance to a model

► ask directive questions so that the child compare ask directive questions so that the child compare his or her performance to a modelhis or her performance to a model

Early Childhood

► provide opportunities to choose from among provide opportunities to choose from among several different strategies for a taskseveral different strategies for a task

► ask children to reconsider choices they’ve made in ask children to reconsider choices they’ve made in the recent pastthe recent past

► encourage children to “think aloud” with youencourage children to “think aloud” with you► provide opportunities to talk about how they learnprovide opportunities to talk about how they learn► provide opportunities to systematically evaluate provide opportunities to systematically evaluate

their worktheir work► help students set simple goals for themselves and help students set simple goals for themselves and

check to see whether they are reaching them. check to see whether they are reaching them.

Early Elementary

►provide guidance in systematic analyses of provide guidance in systematic analyses of decisionsdecisions

►use the same systematic structure to analyze past use the same systematic structure to analyze past decisions now that their consequences are evidentdecisions now that their consequences are evident

►provide opportunities to commit to personal or provide opportunities to commit to personal or academic goalsacademic goals

►provide opportunities to systematically analyze provide opportunities to systematically analyze adult perspectivesadult perspectives

►provide opportunities to evaluate task provide opportunities to evaluate task performance in affectively “safe” waysperformance in affectively “safe” ways

Late Elementary

► provide oppy. to make decisions that have provide oppy. to make decisions that have important impact on their day-to-day activitiesimportant impact on their day-to-day activities

► make it easy for students to see the link make it easy for students to see the link between their goals and daily decisionsbetween their goals and daily decisions

► provide guidance in breaking students’ long-provide guidance in breaking students’ long-term goals into a number of short-term term goals into a number of short-term objectivesobjectives

► assist student in realistically recognizing and assist student in realistically recognizing and accepting weaknesses in key skillsaccepting weaknesses in key skills

► assist student in requesting academic and social assist student in requesting academic and social supports from teacherssupports from teachers

Secondary

►Next S.T.E.P.Next S.T.E.P.►Steps to Self-DeterminationSteps to Self-Determination►Take Charge for the FutureTake Charge for the Future►Choice MakerChoice Maker►Whose Future Is It AnywayWhose Future Is It Anyway►1-2-3 BREAK1-2-3 BREAK

Self-Determination Curricula

NEXT S.T.E.P.NEXT S.T.E.P.

► The The Next S.T.E.P. Next S.T.E.P. (Helper et al., 1997) is a self-(Helper et al., 1997) is a self-determination curriculum that is designed to teach determination curriculum that is designed to teach adolescents with and without disabilities, ages 14 to adolescents with and without disabilities, ages 14 to 21.21.

► Teach skills that they need to participate Teach skills that they need to participate successfully in a self-directed transition planning successfully in a self-directed transition planning process.process.

► Students learn to define their hopes and dreams, Students learn to define their hopes and dreams, engage in self-evaluation, set goals and plan engage in self-evaluation, set goals and plan activities that will help them accomplish the goals. activities that will help them accomplish the goals.

► Consists of 19 lessons clustered into four units.Consists of 19 lessons clustered into four units.

► The The Next S.T.E.P.Next S.T.E.P. curriculum materials include a curriculum materials include a teacher’s manual, student workbooks, and a video. teacher’s manual, student workbooks, and a video. The teacher’s manual contains lesson plans, masters The teacher’s manual contains lesson plans, masters for overhead transparencies, and guidelines for for overhead transparencies, and guidelines for involving parents or other family members in a involving parents or other family members in a student’s transition planning process. The student student’s transition planning process. The student workbooks include worksheets used in the lessons, workbooks include worksheets used in the lessons, plan sheets, and other forms that students will need plan sheets, and other forms that students will need to produce their transition plans. The video contains to produce their transition plans. The video contains a number of vignettes that play a motivational and a number of vignettes that play a motivational and instructional role in some lessons. instructional role in some lessons.

Choice Maker Choice Maker Self-Determination CurriculumSelf-Determination Curriculum

►PurposePurpose: Designed to teach self-determination : Designed to teach self-determination skills they need to be successful in adult lifeskills they need to be successful in adult life

►ComponentsComponents: Choice and decision-making; : Choice and decision-making; goal setting; problem-solving; self-evaluation; goal setting; problem-solving; self-evaluation; self-advocacy; IEP planning; self-awarenessself-advocacy; IEP planning; self-awareness

OverviewOverview: Three strands with five units: Three strands with five units

Choosing Goals: “Choosing employment goals”Choosing Goals: “Choosing employment goals”

“ “Choosing personal goals”Choosing personal goals”

“ “Choosing education goals”Choosing education goals”

Expressing Goals: “Self-directed IEP”Expressing Goals: “Self-directed IEP”

Taking Action:Taking Action: “Take action” “Take action”

Whose Future is it Anyway?Whose Future is it Anyway?A Student-Directed A Student-Directed

Transition Planning ProcessTransition Planning Process

► OverviewOverview: Written for students to read and work : Written for students to read and work through at their own pace; teacher’s role:through at their own pace; teacher’s role: Facilitate student successFacilitate student success Teach information requested by studentTeach information requested by student Advocate for studentsAdvocate for students

►PurposePurpose::Students have opportunities & supports to:Students have opportunities & supports to: Gain self-awareness of unique strengths & Gain self-awareness of unique strengths &

support needs and identify abilities, interests, & support needs and identify abilities, interests, & preferencespreferences

Learn skills to take a meaningful role in Learn skills to take a meaningful role in IEP/transition planning processIEP/transition planning process

Prepare for a more active role at planning Prepare for a more active role at planning meetingmeeting

The Self-Determined Learning The Self-Determined Learning Model of InstructionModel of Instruction

► Is used in classrooms for goal setting for academic Is used in classrooms for goal setting for academic and transition outcomes (employment, post-and transition outcomes (employment, post-secondary training or education, living, secondary training or education, living, recreation/leisure)recreation/leisure)

► Can be used in variety of settings and for a variety Can be used in variety of settings and for a variety of goal areasof goal areas

► Three phases: Set a goal, take action, and adjust Three phases: Set a goal, take action, and adjust goal or plangoal or plan

►Each phase has three components:Each phase has three components: Student questions – 12, written in first person Student questions – 12, written in first person

voice for student focusvoice for student focus Teacher objectives – provide guidance for teacher Teacher objectives – provide guidance for teacher

on each questionon each question Educational supports – support students to work Educational supports – support students to work

through the goalsthrough the goals

1-2-3 BREAK1-2-3 BREAK

by Dalun Zhang & Nancy Woodruffby Dalun Zhang & Nancy Woodruff

Goal of the Goal of the ProjectProject

To design, field-test, and disseminate an after-To design, field-test, and disseminate an after-school youth empowerment program that teaches school youth empowerment program that teaches essential and practical self-determination skills to essential and practical self-determination skills to school-age youth with developmental disabilities school-age youth with developmental disabilities (ages 14 to 21) to enhance their participation in (ages 14 to 21) to enhance their participation in planning their educational and transitional planning their educational and transitional services. services.

ObjectivesObjectives

►Program designProgram design►Curriculum developmentCurriculum development►Pilot-test the entire program and each of the Pilot-test the entire program and each of the

core elements of the programcore elements of the program►Disseminate program information to counties Disseminate program information to counties

across the state and other parts of the nation. across the state and other parts of the nation.

Program DesignProgram Design► Review of the literature to identify key factors that Review of the literature to identify key factors that

influence youth with developmental disabilities’ influence youth with developmental disabilities’ acquisition of self-determination skills. acquisition of self-determination skills.

► Target Population. The project will target school-Target Population. The project will target school-age youth with developmental disabilities ages 14 age youth with developmental disabilities ages 14 to 21. This group has repeatedly identified as low to 21. This group has repeatedly identified as low achievers in the important adult outcome areas achievers in the important adult outcome areas such as employment, postsecondary education, such as employment, postsecondary education, independent living, and community integration independent living, and community integration

► Determine the core elements of the after-school Determine the core elements of the after-school youth empowerment program. youth empowerment program.

Curriculum DevelopmentCurriculum Development

►Based on Review of the Literature, Based on Review of the Literature, Identified 10 topicsIdentified 10 topics

►Developed 15 Lessons to Address the TopicsDeveloped 15 Lessons to Address the Topics►Major Features: Activity-Based, Major Features: Activity-Based,

Interactive, Standard Procedures, and Interactive, Standard Procedures, and Theme repetitionTheme repetition

►Draft Was Reviewed by ManyDraft Was Reviewed by Many►Field-Testing in Oconee & PickensField-Testing in Oconee & Pickens

The 10 TopicsThe 10 Topics► Personal Strengths and WeaknessesPersonal Strengths and Weaknesses► Identifying Needs and WantsIdentifying Needs and Wants► GoalsGoals

Characteristics, Setting, Planning, AccomplishingCharacteristics, Setting, Planning, Accomplishing► Choice-MakingChoice-Making► Decision-MakingDecision-Making► Problem-solvingProblem-solving► Educational PlanningEducational Planning► Employment Goal PlanningEmployment Goal Planning► Problem Solving at WorkProblem Solving at Work► Independent Living GoalsIndependent Living Goals

Curriculum ComponentsCurriculum Components

► 15 Directed Lessons15 Directed Lessons ObjectivesObjectives MaterialsMaterials FocusFocus Guided PracticeGuided Practice Independent PracticeIndependent Practice ClosureClosure

► 14 Workbook Activities14 Workbook Activities IndividualIndividual GroupGroup

► Pretest and PosttestPretest and Posttest

The 15 LessonsThe 15 Lessons► Kickoff to Self-Kickoff to Self-

DeterminationDetermination► Who Am I – My MetaphorsWho Am I – My Metaphors► Needs and WantsNeeds and Wants► What is Success? (S-T What is Success? (S-T

Goals)Goals)► What is Success? (L-T What is Success? (L-T

Goals)Goals)► Decision-Making and Decision-Making and

Choice-Making (1)Choice-Making (1)► Decision-Making and Decision-Making and

Choice-Making (2)Choice-Making (2)

► Problem SolvingProblem Solving► Educational Goal PlanningEducational Goal Planning► Educational Planning and Educational Planning and

Transition PortfolioTransition Portfolio► Goals Setting for Goals Setting for

EmploymentEmployment► Coping with Problems at Coping with Problems at

WorkWork► Independent Living SkillsIndependent Living Skills► SD Review, Reflections, and SD Review, Reflections, and

PosttestPosttest► CelebrationCelebration

Standard ProceduresStandard Procedures

►Students with disabilities need a structure Students with disabilities need a structure to followto follow

►The structures in this program is “1-2-3 The structures in this program is “1-2-3 Break”Break”

►The structures emphasize steps need to take The structures emphasize steps need to take for making choices and decision, setting for making choices and decision, setting goals, and attaining goals.goals, and attaining goals.

1, 2, 3 BREAK

►1 – Know yourself►2 – Value yourself►3 – Plan your life►B – Be in control►R – Realize your options►E – Evaluate your options►A – Act out the best choice►K – Know you did the best

Activities and InteractionsActivities and Interactions ► The Hall of Fame PostersThe Hall of Fame Posters► Guest SpeakersGuest Speakers► Role PlayingRole Playing► VideosVideos► Digital Pictures for Self-ReflectionsDigital Pictures for Self-Reflections► Independent Goal SettingIndependent Goal Setting► Class DiscussionsClass Discussions► Workbook ActivitiesWorkbook Activities

Field-Test: Student Field-Test: Student InformationInformation

► DistrictsDistricts► ClassesClasses► Regular High School & Regular High School &

Career CenterCareer Center► LD & MDLD & MD► GenderGender► PlacementPlacement► Teacher SupportTeacher Support

Major ActivitiesMajor Activities

► Kickoff in Seneca: Coach Kickoff in Seneca: Coach Jones and Radio (Video)Jones and Radio (Video)

► Poster: Famous People Poster: Famous People with Disabilitieswith Disabilities

► Strengths and Weaknesses Strengths and Weaknesses – Pictures– Pictures

► Student Participation Student Participation LevelLevel

What Works, What NotWhat Works, What Not

► Keeping Activities Keeping Activities RealisticRealistic

► Be EngagingBe Engaging► Encourage Group Encourage Group

InvolvementInvolvement► Focus on Abilities, not Focus on Abilities, not

DisabilitiesDisabilities

► LectureLecture► Extensive Extensive

ReadingReading► Extensive Extensive

WritingWriting

Issues and Considerations in Self-Determination Assessment: What to

Assess?

► Observable Behaviors versus Internal ProcessingObservable Behaviors versus Internal Processing► Typical Performance versus Highest PotentialTypical Performance versus Highest Potential► Objective versus SubjectiveObjective versus Subjective► Personal Expectations versus Societal ExpectationsPersonal Expectations versus Societal Expectations► Exceptional versus Typical (Do typical people do Exceptional versus Typical (Do typical people do

these?)these?)► School versus Home/CommunitySchool versus Home/Community► Home Living Routines versus Job PerformanceHome Living Routines versus Job Performance► Family Background versus Cultural NormFamily Background versus Cultural Norm

►Qualitative (In-Depth) or Quantitative Qualitative (In-Depth) or Quantitative (Checklist)?(Checklist)?

►Commercially Available versus Self-Commercially Available versus Self-DevelopedDeveloped

►Scenario-Based versus Multiple-ChoiceScenario-Based versus Multiple-Choice►Curriculum-Based versus Standard-BasedCurriculum-Based versus Standard-Based►Norm-Referenced versus Criterion-Norm-Referenced versus Criterion-

ReferencedReferenced

Issues and Considerations in Self-Determination Assessment: How to Assess?

Issues and Considerations in Self-Determination Assessment: How to Assess?

►Student Role in Self-Determination Student Role in Self-Determination AssessmentAssessment

►Family’s role in Self-Determination Family’s role in Self-Determination AssessmentAssessment

►Educator’s Role in Self-Determination Educator’s Role in Self-Determination AssessmentAssessment

►Service Personnel’s Role in Self-Service Personnel’s Role in Self-Determination AssessmentDetermination Assessment

Issues and Considerations in Self-Determination Assessment: Who to Involve?

Issues and Considerations in Self-Determination Assessment: Who to Involve?

►Purpose determines focus areas for Purpose determines focus areas for assessmentassessment

►Purpose dictates participants of assessmentPurpose dictates participants of assessment►Purpose determines methods of data Purpose determines methods of data

collectioncollection►Purpose dictates usage of assessment resultsPurpose dictates usage of assessment results

So, What, Who and How?So, What, Who and How?

►Promoting self-awarenessPromoting self-awareness►Instructional planningInstructional planning►Service DeterminationService Determination►Student progress and evaluation of Student progress and evaluation of

interventions/services interventions/services ►Making accommodations in the Making accommodations in the

environmentenvironment

Purpose of AssessmentPurpose of Assessment

►The Arc’s Self-Determination Scale The Arc’s Self-Determination Scale (Wheeler, 1995)(Wheeler, 1995)

►The Self-Determination Battery (Hoffman, The Self-Determination Battery (Hoffman, Field, & Swallows, 1995)Field, & Swallows, 1995)

►The Self-Determination Profile Package: The Self-Determination Profile Package: An Assessment Package (Curtis, 1996)An Assessment Package (Curtis, 1996)

►Choice Maker Self-Determination Choice Maker Self-Determination Assessment (Martin & Marshall, 1996)Assessment (Martin & Marshall, 1996)

Examples of Available InstrumentsExamples of Available Instruments