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Cultural Competent Self- Determination: Promoting ALL Students Involvement in the IEP Transition Process 2008 New Mexico Summer Institute Juan Portley.

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Presentation on theme: "Cultural Competent Self- Determination: Promoting ALL Students Involvement in the IEP Transition Process 2008 New Mexico Summer Institute Juan Portley."— Presentation transcript:

1 Cultural Competent Self- Determination: Promoting ALL Students Involvement in the IEP Transition Process 2008 New Mexico Summer Institute Juan Portley University of Oklahoma

2 Traditional View Self-determination experiences in school comprise largely of solitary opportunities. IEP meetings/Planning process Student-led IEPs Teach several lessons on how to lead IEPs Does this model fit everyone? How do you change it to fit your students?

3 Purpose for Student Involvement? Students exercising their rights for self-determination as young adults. Critical Questions: How does your school reflect or provide opportunities for self-determination?

4 Critical Questions to Consider Do conventional self-determination components fit for students and families from diverse backgrounds? What are the differences you see in your school? How do you assess these differences? What factors are considered in making this delineation?

5 Planning Components Where we are now and where we need to go? Assessments, Assessments, and Assessments… Not one time shots On-going and across many settings Vocational Interest Self-Determination Adaptive Behavior

6 How Does Traditional Fit in Your School? IDEA states schools must prepare students for postsecondary setting? How is this achieved in your school? How is difference viewed? Does that view of difference change your practices from students and families of different backgrounds?

7 School or Program Vision? Does your vision drive your practice? What priority does student participation receive in your school? What expectations does your school or staff have for students with disabilities from different backgrounds?

8 Multicultural Consideration Home/Community Setting Socio-economic Status Ethnicity Language Social Structure

9 Home or Community Family considerations Postsecondary expectations Modes of communication Family structure Family resources Language differences How does your staff address these with regards to self-determination or IEP participation?

10 Ethnicity How might this effect expectations of the family and/or school staff? How does your staff find out these expectations How does this change the IEP process? Do students have to lead the IEP to attain meaningful involvement?

11 Traditional Modes of Communication Calls, letters sent home, parent night, and s More Effective ways to communicate: Community Involvement Familiarize yourself with family away from school Engage in community activities Informal talks away from the classroom

12 Understand Community History Assess for educational history Many minority families have unique histories with the educational process. Gain an understanding for their social perspective on how education is viewed. The drive for research based answers has replaced creative thinking to resolve complex issues.

13 Difficult Discussions What works is not always decided upon consensus. Does your staff hold discussions regarding perceptions, methods, and interpretations of the impact of culture on student learning? Understanding students culture exists as the most important prerequisite for choosing effective instruction. Where is the time for planning?

14 Parental Expectations Minority parents want their children to be successful and attain self-sufficiency (Geenen et al., 2002). Desire more active role in the decision making process (Blue-Banning et al., 2002).

15 Teacher Expectations Graduate high school Be a productive member of society Want them to attend college, but hold little hope of them finishing. Leave the Rez Portley (in process)

16 Family Findings Desire a sense of normalcy Need for personnel who listen Parents wanted respect Opportunity to build trust Felt blamed Empathize with individual circumstances Defur et al. (2002)

17 Five Sub-themes: What Makes a Difference Communication: Listen/Learn Collaboration: Invite open environment Connection: Equity Caring: Empathy Celebration: Expression/Expectations Defur et al. (2002)

18 Student Centered Planning Communicate with all parties Assessments (self-awareness) Exposure and experience Goal-setting (gain all party inputs) Carry out the plan Resource management Collaborate

19 Program Structure Scheduling changes to fit family needs, interpreters, transportation, informal trainings Build in a way to determine what self-determination and future goalsexistfor your community because its about their definition of value, not the schools.

20 Current Tools Student-Directed Transition Planning AIR Self-determination assessment ARC Assessment Casey Life-skills

21 Questions? Contact: Juan Portley, M.Ed


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