Presentation on theme: "Teaching Self-Determination Skills to Students With Disabilities"— Presentation transcript:
1Teaching Self-Determination Skills to Students With Disabilities National Secondary TransitionTechnical Assistance CenterTeaching Self-Determination Skills to Students With Disabilities1 hour presentationTime Allotment:1 minuteMaterials:PowerPoint presentation handoutsField Tested Curricula HandoutSD Assessment HandoutOther SD Resources HandoutPretest and PosttestEvaluationPencil/penBackground Information:N/AFacilitator’s Notes:“Today’s session will focus on teaching self-determination to students with disabilities and includes information on what self-determination is, why it should be taught to students, and how to teach it.”
2Materials for Today’s Meeting PowerPoint presentation handoutsField Tested Curricula HandoutSD Assessment HandoutOther SD Resources HandoutPretest and PosttestEvaluationPencil/penTime Allotment:1 minuteMaterials:See materials listed in slide aboveFacilitator’s Notes:Check with audience to ensure everyone has materials.
3Pretest! Time Allotment: 3 minutes Materials: Copies of pretest for each person in attendancePencils/pensFacilitator’s Notes:Give participants in the audience a hard copy of the pretest.“The purpose of the pretest is for me to see how well I teach the content. Do not worry about what you get right or wrong or if you are not sure of the answers.”Allow them to work on the pretest independently.Have them create a code word rather than record their name (for purposes of anonymity). They will need to use the same code word on the posttest.Collect the pretests before moving to the next slide.
4The Birthday Party Time Allotment: 2 minutes Materials: None Facilitator’s Notes:This story is an analogy of the experience that students’ have when not invited to participate in the IEP process. Read this story to the audience.“Imagine being a small child and hearing your parents talk about your birthday party. You hear the excitement in their voices as they talk and plan, starting with the theme for the party, deciding on who to invite, and who will do each job. As the time draws closer, you hear more and more conversations about your birthday party, and so you know it will be coming soon. And then your birthday comes and goes, but no one ever invites you to your party. Maybe they just forgot to invite me you think.The next year, you again hear your parents discuss your birthday party. Once again you hear about all the plans, your birthday comes and goes, but no one invites you to your party. It must not be important for me to be there you think.The following year, you once again hear about the birthday party. You barely notice the excited tone in their voices as they decide on the theme and who shall be invited. Your birthday comes and goes but no one ever invites you. Now you think parties are not important at all.Several years later, when you become a teenager, you barely catch a snippet of a conversation about your birthday party. But since you have never been invited to your parties, you know that your presence is not important. But this time you receive an invitation to your party! You are surprised, confused, and even scared. You ask your parents why you received an invitation and they say that since you are a teenager you are old enough to help with everything. You can decide the theme, and who will come and decide who will do the different jobs. But you respond by saying, Why would I want to become involved now? If these birthday parties were suppose to be my parties, why wasn’t I invited all along. Why didn’t I get to help decide whom to invite? Why didn’t I get to help choose who would do the different jobs? Your parents say, We thought you were not old enough to help. Now I am so old that I do not know how to help with any of it, you have been doing it for me all these years. Just keep on doing it without me.Now, imagine this scenario again, but this time insert IEP meetings in place of birthday parties.Students with disabilities hear their teachers and parents talk about the IEP meetings, they hear about goals and services. They hear about who will attend but students rarely receive invitations to attend. They may decide that an IEP meeting is an opportunity for adults to talk negatively about all the problems that students are having in school. They may decide that attending their IEP is not important since no one shares any information about the meeting. Students with disabilities may decide just keep doing the meeting without me.”Taken from Jamie L van Dycke, James E. Martin, David L. Lovett, Teaching Exceptional Children.Reston Jan/Feb 2006 Vol. 38, Iss.3 Pg. 42, 6pgs Self-Determination Constructs
5History of Self-determination Research at UNC Charlotte Self-Determination Synthesis Project (SDSP)Purpose: to find exemplary programs across the country and to conduct a comprehensive review of the literature on self-determinationSelf-Advocacy Synthesis Project (SASP)Purpose: to find exemplary programs across the county and to conduct a comprehensive review of the literature on self-advocacyTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“The Self-Determination Synthesis Project and Self-Advocacy Synthesis Project were grants awarded to UNC-Charlotte. The purpose of both projects were to find exemplary programs across the country and also to conduct a comprehensive literature review of the topics and synthesize the knowledge base and best practices related to self-determination (SD) and self-advocacy (SA) interventions in order to improve, expand, and accelerate the use of this knowledge by the professionals who serve children and youth with disabilities and the parents who rear, educate, and support their children with disabilities.”
6History of Self-determination Research at UNC Charlotte Self-Determination Technical Assistance Centers Project (SDTAC)Purpose: to replicate and extend four best-practice programs found through SDSP projectTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“The Self-Determination Technical Assistance Center Project at UNC Charlotte was established to replicate and extend the previous Self-Determination Synthesis Projects. The purpose of this project was to assist programs identified as demonstrating exemplary practices in promoting self-determination for students with disabilities to become Self-Determination Technical Assistance Centers for other local education agencies in their states. The four programs participating in the project were (1) Colorado Springs, Colorado, (2) Fountain, Colorado, (3) Overland Park, Kansas, and (4) Monroe County, New York. These programs use a wide range of strategies to promote self-determination for students ages 11 to 21 with mild, moderate, and severe disabilities.The project also focused on improving and expanding the ‘exemplary practices’ for promoting self-determination currently used in the four sites, as well as providing each site with support to assist with providing training and materials to others (school administrators and teachers, parents, and students) in their state. The project disseminated such products as research papers, conference handouts, a replication manual, lesson plans, and a curriculum guide.”
7Self-Determination Defined There are many definitions of SD in the literature.The most comprehensive definition is provided by Field, Martin, Miller, Ward, and Wehmeyer (1998).Time Allotment:Less than 1 minuteMaterials:NoneFacilitator’s Notes:Reference: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.
8Self-Determination Defined A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior.An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination.When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.Time Allotment:2 minutesMaterials:NoneFacilitator’s Notes:Goal-directed: knowing why we are doing something and working to achieve an end resultSelf-regulated: being in control of our actionsAutonomous behavior: making informed, un-coerced behaviors“An example of this can be made within the area of employment. Students need to understand what kind of job they would like to pursue based on knowledge of their own self (interests, limitations, and strengths) and also be able to understand why working on pre-vocational or other jobs related to their job of choice is important.”
9Components of Self-Determination Choice making: appropriately choosing between a finite number of choicesProblem-solving: weigh pros & cons of potential actions, identify barriers to successDecision making: involves choosing between unlimited optionsGoal setting and attainment: ability to set appropriate goals for self and achieve the goals with actionsTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“These are only some of the subcomponents of self-determination. A lot of these components may already be a target or embedded within the instruction in teachers’ classrooms already; however, these components make self-determination measurable and if a student is lacking skills in one or more specific areas, a goal can be written to help improve those skills.”It may also be helpful to provide examples of each component and then also ask for examples from the audience. These examples are ways to embed instruction within everyday class work and are meant to stimulate the audience’s knowledge of the topic.Examples within the area of reading:Choice making: (a distinction between choice making and decision making could be made. Choice making is when there are a limited number of choices whereas decision making has unlimited options.)e.g., choose between what books to read, choose what order to complete literature activities, choose what role to perform in literature circlesProblem solving: could be as simple as missing reading materials for the day and teaching the student how to problem solve.Decision making: plan out how to complete a book report (e.g., “first, I will…, second, I will…)Goal-setting and attainment: set a goal of how many pages/words to read
10Components of Self-Determination Self-regulation: self-monitoring, self- evaluation, self-instruction, self-management (controlling own behavior by being aware of one’s actions and providing feedback)Self-advocacy: have knowledge of self, knowledge of rights, communication skills, and leadership ability.Self-awareness: awareness of own individuality, strengths, and areas for improvementSelf-efficacy: understanding that own actions have an impact – you are a causal agency in your lifeTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:This slide provides more components of Self-Determination.Examples still within the area of reading:Self-regulation: Students can devise a monitoring plan for a goal of how many pages or words should be read (e.g., record the number of words read in a sitting) and evaluate if that got them closer to their goal. Do they need to read faster?)Self-advocacy: requesting assistance when completing a reading activity in class or asking what a word means, could also be applying knowledge of rights with regards to accommodations (e.g., students should request a reader or book on tape)Self-awareness: picking text based on ability levelSelf-efficacy: completing assignments-if students choose not to complete-do they understand the implications?
11Self-Determination Assessments Purpose: to provide information about readiness to make decisions related to future ambitions and help students in identifying relative strengths and limitations related to self-determinationExamples:The Arc’s Self-Determination ScaleSelf-Determination Assessment BatteryChoice Maker Self-Determination AssessmentTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“Self-determination assessments provide information as to one’s readiness to make decisions related to their postsecondary ambitions. Such assessments provide data to help a student identify their relative strengths and limitations related to self-determination and factors that may be promoting or inhibiting this outcome. Some examples include:The Arc’s Self-Determination Scale – Adolescent VersionSelf Determination Assessment BatteryChoice Maker Self-Determination Assessment”For more information on assessments see: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.
12S E L F A D V O C Y Self-awareness Knowledge of Rights Communication Sample sub-components includeStrengthsPreferencesGoalsDreamsInterestsLearning styleSupport needsAccommodation needsCharacteristics of one’s disabilityResponsibilitiesKnowledge of RightsSample sub-components includePersonal rightsCommunity rightsHuman service rightsConsumer rightsEducational rightsSteps to redress violationsSteps to advocate for changeKnowledge of resourcesSELFADVOCYCommunicationSample sub-components include• Assertiveness • Use of assistive technology• Negotiation • Listening• Articulation • Persuasion• Body Language • CompromiseTime Allotment:1-2 minutesMaterials:NoneFacilitator’s Notes:“This figure shows how self-advocacy involves many other subcomponents such as self-awareness, knowledge of rights, communication, and leadership. Under each of these headings, are examples of ways to monitor or observe students demonstrating these skills. For example, under communication, you can observe or teach specific components to students about their body language, listening skills, and assertiveness in relation to the broader topic of self-advocacy. How else could we observe or teach skills related to self-advocacy?”Facilitate discussion related to this figure and audience input.LeadershipSample sub-components include• Knowledge of group’s rights • Knowledge of resources• Advocating for others or for causes • Organizational participation• Political action • Team dynamics and roles
13Why the emphasis on SD?Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)Research is emerging regarding the relationship between SD and positive schoolexperiences (e.g., higher grades,attendance, fewer behaviorproblems).Wehmeyer & Schwartz (1997)Time Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“Research has indicated that individuals who have higher levels of self-determination have better employment outcomes including higher wages. Research also indicates that individuals who had higher levels of self-determination had a better quality of life including independence, productivity, community integration, and satisfaction.”
14You have the WHYS and the WHATS…so, now the question is HOW??? Time Allotment:30 secondsMaterials:NoneFacilitator’s Notes:This slide transitions from the “what” and “why” self-determination is important to the “how” can we teach self-determination to students.
15Approaches for Promoting SD in Students 1. Student-driven IEP and transition planning.Making sure the student attends and is PREPARED for participating in their IEP meetingsImportant step in transferring decision-making power to studentsTeaching students about the IEP and its use in guiding their futureRemember that ALL students are capable of participatingCareerLeisureResidentialTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“Generally teachers are taking the first step and inviting students, but typically the student is a passive participant and is not integral to the development of the plan. Teachers need to take it further and develop the plan with the students AHEAD of time and facilitate them leading the meeting.Examples of this could look like: students starting the meeting, reading through the document, discussing progress, asking for feedback and reviewing new goals. It may look like students starting the meeting, reviewing strengths, interests, and reviewing goals. It could also look like students starting the meeting and reviewing goals. Students of all ability levels can participate with the right amount of pre-meeting instruction and meeting facilitation from the teacher.”It may be helpful to refer back to the self-determination components listed on slides 10 and 11 and see how student-led IEPs incorporates almost every component.For example: self-awareness (discussing strengths, limitations, interests), goal-setting (discussing new goals), self-regulation (discussing a self-monitoring strategy that was/will be used for a goal), self-advocacy (discussing needed accommodations).
16Approaches for Promoting SD in Students 2. Directly teaching skills or enhancing knowledge3. Embedding instruction into the general curriculumFor example, including goals for writing (goal-setting) into writing class4. Person-centered PlanningTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:2. Direct instruction of skills: (e.g., having a “problem of the day” as a writing warm-up, teaching what goals are and how to set them)3. Embedding instruction: refer back to examples of components in reading class. An additional instructional strategy could be the Self-Directed Learning Model of Instruction which teaches goal setting within the context of a general education class.4. Person-centered planning: typically used for students with more complex needs and consists of meeting with team of people around a person (could include family and friends) and starts with big picture of dreams for post-school and works backwards (not unlike an IEP) information at this meeting can be used to develop an IEP.
17Published Research-based Curricula in SD Time Allotment:less than 1 minuteMaterials:NoneFacilitator’s Notes:“A few examples of research-based curricula to directly teach self-determination skills will be presented. Please remember NSTTAC does not endorse any of these products. There are more curricula available.”All but NEXT STEP has links to the internet (under the last heading “for further information”, if you have access, you may want to click on the link and show the audience the website).
18Next S.T.E.P. (Student Transition & Educational Planning) Population:All levels of disabilityAges 14 through 21Purpose:Helps students learn how to take charge of their own transition planning processHelps students assume responsibility for important life decisions with support from teachers and parentsMaterials:16 lessons with fully developed lesson plansTime Allotment:1 minuteMaterials:Optional to show: Next S.T.E.P curriculaFacilitator’s Notes:“Next STEP is an evidence-based curriculum for all students with disabilities between the ages of 14 and 21. NEXT S.T.E.P. is a curriculum that teaches high school students how to begin planning for their lives after they leave school. "S.T.E.P." is an acronym for "Student Transition and Educational Planning.“ It teaches student:How to…become motivated to engage in transition planning.do self-evaluation of important skills that will make the transition go well.choose goals in four important areas including: Personal Life, Jobs, Education, and Living On Your Own.take a leadership role in their own personal transition planning meeting.follow through on choices and keep track of progress on their goals.The NEXT S.T.E.P. curriculum includes:a detailed Instructor's manualentertaining and instructive video vignettesguidelines for involving parents, family members, and other support persons in the student's transition planning process.program information brochures briefly describing the NEXT S.T.E.P. curriculum.Teachers Talking to Teachers, a manual of teacher recommendations concerning how to use the curriculum.CONTINUED ON NEXT SLIDE
19Next S.T.E.P. , continued (Student Transition & Educational Planning) Content:Unit 1: Getting to Know MyselfUnit 2: Self-EvaluationUnit 3: Setting and Achieving GoalsUnit 4: Sharing Your Goals and AccomplishmentsFor further information:Available through ProEd$203.00Time Allotment:1 minuteMaterials:Optional to show: Next S.T.E.P curriculaFacilitator’s Notes:“The NEXT S.T.E.P. curriculum contains 16 fully developed lessons and is organized into four major sections:Introductory material explaining the concepts underlying transition planning along with beginning efforts in self-exploration.Student self-evaluation.Student involvement in setting and achieving goals.Students sharing their goals and accomplishments at a culminating event.As students work through the lessons, the goal is for students to become increasingly responsible for developing and implementing their own transition plans.”
20ChoiceMaker Population: Purpose: Content: Students with mild to moderate disabilitiesGrades six through adultPurpose:Designed to teach students self-determination skills to be successful in adult lifeContent:Includes 3 Strands:Choosing GoalsExpressing GoalsTaking ActionAddresses 4 transition areas:Education/trainingEmploymentIndependent LivingRecreation and LeisureTime Allotment:1 minuteMaterials:Optional to show: ChoiceMaker curriculumFacilitator’s Notes:“ChoiceMaker is an evidence-based curriculum for students with mild to moderate disabilities. ChoiceMaker lessons provide the methodology and materials to teach the goals and objectives of the ChoiceMaker Self-Determination Curriculum. The modules include choosing education, employment, personal, daily living, housing, and community goals, the Self-Directed IEP, and Take Action. The lessons are designed to be infused into existing school coursework and programs. Because the Choosing Goals and Taking Action modules can be used with a variety of content, they can be used in either general education or special education classrooms. The Self-Directed IEP module is designed for use with students receiving special education services.”
21ChoiceMaker, continued For more information:Publisher: Sopris West$ – can purchase in components $124.95Time Allotment:Less than 1 minuteMaterials:Optional to show: ChoiceMaker curriculumFacilitator’s Notes:“ChoiceMaker can be taught with all three components (i.e., choosing goals, expressing goals, taking action) or in isolation. Each component can be purchased separately or the entire curriculum is offered at a discounted price from Sopris West.”
22ChoiceMaker Curriculum & Lessons StrandsGoalsModulesChoosing GoalsStudent interestsStudent skills and limitsStudent goalsChoosing education goalsChoosing employment goalsChoosing personal goalsChoosing daily living, housing, and community goalsExpressing GoalsStudent leading meetingStudent reportingSelf-directed IEPTaking ActionStudent planStudent actionStudent evaluationStudent adjustmentTake ActionTime Allotment:Less than 1 minuteMaterials:NoneFacilitator’s Notes:“This table includes the strands, goals and modules that are included in the ChoiceMaker Curriculum. You can see that leading an IEP meeting is only a part of the ChoiceMaker curriculum (this specific part of the curriculum will be discussed later) As mentioned earlier, the sections can be used as stand alone units or all together.
23Whose Future Is It Anyway Whose Future Is It Anyway? A Student-Directed Transition Planning ProcessPurpose: Prepare students for their IEP meetings and gain self-determination skillsPopulation: students with mild to moderate cognitive disabilitiesMaterials:Coach's Guideoutlines lessonshow to teach lessonsthe roles of the students and teachersexpected outcomesTime Allotment:1 minuteMaterials:Optional to show: Whose Future is it Anyway curriculumFacilitator’s Notes:“Whose Future Is It Anyway? Is an evidence-based curriculum for students with mild, moderate, and significant cognitive disabilities. The curriculum emphasizes student preferences, needs, and interests. It provides opportunities for students with disabilities to explore issues of self-awareness and acquire problem-solving, decision-making, goal-setting, and small-group communication skills. The outcome of this process is that students learn how to be meaningfully involved in their transition planning process. It includes 6 sections (as presented on next slide) and each section has a different subject that teaches students to take control of the transition planning process and lead IEP meetings. It includes a coach’s guide that outlines each lesson, how to teach each lesson, and roles students and teachers play.”CONTINUED ON NEXT SLIDE
24Whose Future Is It Anyway?, continued Content:Section 1: Getting to know youSection 2: Making DecisionsSection 3: How to Get What You NeedSection 4: Goals, Objectives and the FutureSection 5: CommunicatingSection 6: Thank You, Honorable ChairpersonFor Further Information:Free…did you hear that??? FREE!!!!Time Allotment:1 minuteMaterials:Optional to show: Whose Future is it Anyway? curriculumFacilitator’s Notes:“Here is a break down of the content within each section. Feel free to visit the Zarrow Center website link above for more information. Most importantly, there are some FREE resources.”
25My Future My Plan Population: for students and families Purpose: to help facilitate planning during the early transition stagesMaterials:Video and video discussion guidePlanning and resource book for studentsGuide to the book for family members and teachersTime Allotment:1 minuteMaterials:Optional to show: My Future My Plan curriculumFacilitator’s Notes:“My Future My Plan is a curriculum designed to motivate and guide students with disabilities and their families as they begin early transition planning for life after high school. It promotes positive attitudes and self-advocacy, and assists students, parents, and professionals to make the transition planning process more effective. The curriculum package – which may be used in home, school, and community settings – includes a videotape and discussion guide, a workbook for students, and a guide for family members and teachers. All materials are available in English and Spanish.”
26My Future My Plan, continued Content:Self-advocacyLegal rightsIEP and transition teamCareer optionsFor further Information:Publisher: State of the Art productdetails?item_id=202860S$44.95 (non-NEA members); $39.95 (NEA members)Time Allotment:1 minuteMaterials:Optional to show: My Future My Plan curriculumFacilitator’s Notes:To preview My Future My Plan materials, visit
27Time Allotment:Less than 1 minuteMaterials:NoneFacilitator’s Notes:“This informative presentation was provided to you by NSTTAC. It is strictly meant to be an overview of secondary transition curricula for students with disabilities. Please note that NSTTAC only described a few curricula. There are other transition related curricula for students with disabilities available. And just a reminder, NSTTAC is not endorsing any programs or products that are sold for profit and described in this presentation.”
28Evidence-based Practices in SD www.nsttac.org Time Allotment:1 minuteMaterials:Internet (if possible), but directions for no access is provided under internet directionsFacilitator’s Notes:“The NSTTAC website provides the research base and research to practice lesson plans for published studies. You may want to link directly to the website (if you have internet access) and show them how to navigate to the lesson plans.” If not, you can just progress through the slides and follow the directions under the directions for the internet.If using the internet:Go toClick on “evidence based practices” under the NSTTAC logo (this screen is the snapshot in the slide)Click on “Student-Focused Planning”You will see three choices (all of them will be discussed): Involving Students in the IEP Process, Using the Self-Advocacy Strategy, Using the Self-Directed IEPClick on “Involving students in the IEP process”Advance to next slide in PPTIf not using the internet:Explain that the practice description can be accessed through NSTTAC’s website.
29IEP Development/Student Participation Strategies Involving Students in the IEP ProcessInvolving students in the IEP process includes instruction on:Participating in IEP meetingsParticipating in transition planningLeading IEP meetingsSelf-determination skillsTransition awarenessEmpowermentTime Allotment:2 minutesMaterials:Internet (if possible), but directions for no access is provided under internet directionsFacilitator’s Notes:If using the internet:The first link is what you should have ended up on if you followed the steps in the previous slide)There is not a whole lot of information you want to discuss (it may be overwhelming), but be sure to point out who, what, how, where and the relation to standards and Indicator 13.The following slide will present information on the research to practice lesson plan starters.If not using the internet:Refer to the slide and explain that student involvement in the IEP includes the following instructional skills: (read skills)
30IEP Development/Student Participation Strategies Involving Students in the IEP ProcessResearch-to-Practice Lesson Plan StartersFor using the Self-Directed IEP with students with cognitive disabilitiesFor using person centered planning to increase student and family involvement in the IEP processFor using the TAKE CHARGE: For the Future! curriculumFor using the Self-Advocacy StrategyTime Allotment:1 minuteMaterials:Internet (if possible), but directions for no access is provided under internet directionsFacilitator’s Notes:If using the internet:This information is found on the practice description under: “Where is the best place to find out how to do this practice?”If not using the internet:This is exactly what people would see on the page under : “Where is the best place to find out how to do this practice?”
31IEP Development/Student Participation Strategies Using the Self-Advocacy StrategyUses “IPLAN” mnemonicInventory your:StrengthsAreas to improve or learnGoalsChoices for learning or accommodationsProvide your inventory informationListen and respondAsk questionsName your goalsTime Allotment:1 minuteMaterials:Internet (if possible), but directions for no access is provided belowFacilitator’s Notes:If using the internet:Go back to the “Student Focused Planning” page (should be one back click)Click on “Using the Self-Advocacy Strategy”Again, reference the different sections, but focus on the “Where is the best place to find out how to do this practice?” (research to practice lesson plan starters)Go back to the current slide.Present the Self-Advocacy Strategy information:“In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps).”If not using the internet:In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps)If you would like more information, including how to obtain the curriculum and how to teach it in your class-go to the practice description for “Using the Self Advocacy Strategy” Lesson plans are on the next slide.
32IEP Development/Student Participation Strategies Using the Self-Advocacy StrategyResearch-to-Practice Lesson Plan StartersFor using a computer-based version of the Self- Advocacy StrategyFor increasing student participation in their IEP meetingFor using the Self-Advocacy Strategy with adolescents in preparation for the IEP meeting 37_41.pdfTime Allotment:1 minuteMaterials:Internet (if possible), but directions for no access is provided belowFacilitator’s Notes:If using the internet:This slide is the same information continued from the previous slide.If not using the internet:Take screenshots ahead of time ORMake copies of some of the research to practice lesson plan starters as handouts ORSimply state: “Here are the research-to-lesson plan starters for the Self-Advocacy Strategy”
33IEP Development/Student Participation Strategies Using the Self-Directed IEPSelf-Directed IEP is part of ChoiceMaker curriculumInvolves 11 steps:State the purpose of the meetingIntroduce everyoneReview past goals and performanceAsk for others’ feedbackState your school and transition goalsAsk questions if you don’t understandTime Allotment:1 minuteMaterials:NoneFacilitator’s Notes:Read the steps of the Self-Directed IEP from the slide and stress the importance of the Self-Directed IEP being a part of the expressing goals part of the ChoiceMaker curriculum described earlier.
34IEP Development/Student Participation Strategies Using the Self-directed IEP continued:Deal with differences of opinionState the support you will needSummarize your goalsClose the meeting by thanking everyoneWork on IEP goals all yearTime Allotment:Less than 1 minuteMaterials:NoneFacilitator’s Notes:Continue reading the steps of the Self-Directed IEP from the slide.
35IEP Development/Student Participation Strategies Using the Self-Directed IEPResearch-to-Practice Lesson Plan StartersTo teach the Self-Directed IEP to students with cognitive disabilities 1_and_8.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:“Each lesson plan starter has been developed from actual research studies and are designed to provide teachers with a start for teaching specific concepts. Each lesson plan starter includes eight parts including the title, objective, setting, materials, content taught, teaching procedures, evaluation, and a reference to the research article from which the lesson plan was developed.”“NSTTAC offers a Research to Practice Lesson Plan Library housed at and is organized by Kohler’s Taxonomy (1996). A majority of the lesson plans are found under student focused planning and student development as both teach students specific skills using self-determination curricula or to teach skills related to independent living, functional academic skills, and employment skills. The one on this slide links to a lesson plan starter for teaching the Self-Directed IEP.”
36Teaching Self-determination Skills Research-to-Practice Lesson Plan StartersFor decision-making skills:pdf38.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach decision-making skills.
37Teaching Self-determination Skills (Under Student Development) Research-to-Practice Lesson Plan StartersFor goal setting and attainment:pdf6.pdfpdf8.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach goal setting and attainment.
38Teaching Self-determination Skills (Under Student Development) Continued:Research-to-Practice Lesson Plan StartersFor problem-solving skills:.pdf8.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.
39Teaching Self-determination Skills (Under Student Development) Research-to-Practice Lesson Plan StartersFor self-awareness:5.pdf36.pdf_41.pdf38.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.
40Teaching Self-determination Skills (Under Student Development) Continued:Research-to-Practice Lesson Plan StartersFor self-advocacy:_36.pdf7_41.pdf_38.pdfTime Allotment:1 minuteMaterials:Internet accessHandouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of themFacilitator’s Notes:If you have internet access, you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach self-advocacy skills.
41Why is teaching self-determination skills worth the effort? Meet Parker BryantTime Allotment:2 minutesMaterials:NoneBackground Information:This is an example of a student leading their own IEP meeting and the PowerPoint was designed by the student. Parker expresses his interests, skills, and future goals.Facilitator’s Notes:“This is an example of a student expressing their interests, skills, and future goals. Parker Bryant is a student that does not really like to talk or give speeches so this is his way of having input in accessing his progress towards goals and setting future goals.”Click on the “Welcome to my IEP meeting” slide and you will be able to play the example of the student’s PowerPoint by clicking through and discussing each part as you feel necessary.
42Are You Smarter than a SPED Teacher? Time Allotment:7 minutesMaterials:NoneBackground Information:This is a review game similar to the television show, “Are you Smarter than a Fifth Grader”. If you choose not to play the game, skip to Slide 57 for the posttest.Facilitator’s Notes:This is a fun review game for your audience. You may choose to give out small prizes during this time for correct answers. The game already has links embedded within the slides. Slide 44 is the categories slide. Have a participant choose a category and then simply click on the name of that category. It will transition to a slide with a question under that category (only 1 question per category has been created; 8 questions total). If the participant chooses True or False click on that word. If the answer is correct, you will be taken to a “YEAH!” slide. Then click the word “YEAH!” to take you back to the categories slide to begin the process again. If the answer is incorrect, you will taken to a slide that says “Oh man! Try again.” Click on these words and it will take you back to the categories slide. Choose the same category as before and try the question again!
48Self-directed IEP True or False There are 9 steps in the Self-directed IEP curriculum
49SD Lesson Plans True or False There are lesson plans on for teaching self-determination skills that include decision-making, goal setting and attainment, problem-solving, self-awareness, and self-advocacy.
50SD Components True or False Self-advocacy means having knowledge of self, knowledge of rights, communication skills, and leadership ability
51Whose Future Is It Anyway? True or FalseWhose Future Is It Anyway? Is a published self-determination and transition planning curriculum that is very expensive to purchase.
52Emphasis on SD True or False Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)
53Evidence-based Practice True or False“Involving students in the IEP process” is an evidence-based practice that includes instruction on self-determination skills.
54Self-Advocacy Strategy True or FalseThe Self-Advocacy Strategy used the mnemonic IPLAN to teach self-advocacy to students with disabilities.
55Choice-Maker Curriculum True or FalseThe Choice-Maker curriculum is comprised of 3 strands (choosing goals, expressing goals, taking action) and addresses 4 transition areas (education, employment, independent living, recreation/leisure).
56Posttest Time Allotment: 4 minutes Materials: Copies of posttest for each person in attendance (same as pretest given earlier)Pencils/pensFacilitator’s Notes:After playing the review game, allow opportunities for discussion and questions from audience.Once everyone has had questions answered, allow each person in the audience to take the posttest.Have participants use the same code word used on the pretest.Once everyone is finished the posttest, collect these and compare them to the performance of the pretest (at a later time).Decide on next steps for mentoring teachers or having follow-up professional development activities based on the pretest and posttest comparison.
57David Test, firstname.lastname@example.org Catherine Fowler, email@example.com Contact UsDavid Test,Catherine Fowler,(TTY)(fax)Time Allotment:1 minuteMaterials:NoneFacilitator’s Notes:If you have further questions about using this Presenter’s Guide, feel free to contact us by or phone. Good luck with your presentation and future professional development activities.Please be sure to credit NSTTAC by leaving the logos on your PowerPoint, but add your contact information on this slide.