It Really Does Take a Village Increasing postsecondary success through self-determination development Lori S. Hepburn, Ed.D Jennifer Butcher, Ph.D Johnny O’Connor, Ph.D. Texas Council for Exceptional Children Conference Austin, Texas Friday, July 1, 2016

Learning Objectives Participants will gain an understanding of self-determination Participants will be provided ideas for developing self-determination skills both at school and at home. Participants will brainstorm ideas for activities to practice self-determination skills development in multiple settings Participants will be provided resources

Background The majority of students with disabilities are not equipped with the skills they need to make the transition to postsecondary education (Gil, 2007). Denney and Davisio (2012) and Carter, Owens, Trainor, Sun, and Sweeden (2009) remarked that students with self-determination skills have better outcomes and higher quality of life. Chappel and Somers (2010) stressed that “self-determination is key to success in the adult world” (p. 122).

What is self-determination?

Self-determination 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, so individuals can take control of their lives and participate in society (Field, Martin, Miller, Ward, & Wehmeyer, 1998).

Self-determination Theory (Deci & Ryan, 1985) Competence The need to feel effective Relatedness The need to feel connected to others Autonomy The need to follow their own interests and values Self-determined

Who is responsible for teaching these skills to our students?

EVERYONE!!

Lots of Questions When do we start? Can we just wait until we start transition planning? How do we teach these skills? How can we focus on teaching self-determination when we have all of this curriculum to cover?

Teaching Self-determination Skills at School

Teaching Self-determination Skills at School Choice: provide students the opportunity to make choices in their learning Goals: teach students to set goals Strengths and weaknesses: some students only see their weaknesses. We need to help them find their strengths. Likes and dislikes: Students need to be able to communicate their likes and dislikes, particularly in how they learn. Social activities: Provide students opportunities to socialize, even when it is difficult.

Teaching Self-determination Skills at Home

Just say NO to the bubble

Teaching Self-determination Skills at Home Choice: Provide children with opportunities to make choices Social activities: Children need opportunities to socialize, even when it is difficult. The more opportunities, the better it gets. Independent living skills: Children need to learn independent living skills such as household chores, driving, etc. Support interests: Children need to know that their interests are important and valued. Goal setting: Provide opportunities to set goals.

Teaching Self-determination Skills in the Community

Self-determination Skills in the Community Choice: Provide children with the opportunity to make choices. Support interests: Children need to know that their interests are important and valued. Social activities: Children need opportunities to socialize, even when it is difficult. The more opportunities, the better it gets. Community support groups: Children and parents need to have opportunities to meet with like-minded individuals who may be sharing the same experiences. Independent skills: Children need to learn developmentally appropriate independent skills. Travel skills: Children need to be able to navigate their community.

Activities Time to brainstorm

www.imdetermined.org Aged 10-12 Describe and know your disability Identify what your needs/fears are in school and the community Explain who helps you in school and the community Know what an IEP meeting is and participate in your meeting. Aged 12-14 Evaluate how your disability impacts your daily life Describe what accommodations you use Explain how your accommodations help you Provide information at your IEP meeting regarding how you learn best, your likes, dislikes, dreams

www.imdetermined.org continued Aged 14-15 Participate in assessments and understand how the results relate to your transition plan Become an active member of your IEP - Student led IEP Identify and begin coordination of supports / create a circle of support Appropriately express wants and needs Aged 15-16 Continue to involvement in assessment process - state how these results relate to your postsecondary goals Describe issues related to self-disclosure (when, what, how) Continue leading IEP - include in IEP issues related to AT, HEalth Care, and Transportation Define self-success

www.imdetermined.org continued Aged 16-17 Realize and understand barriers and solutions Independently discuss with high school staff needed accommodations and supports Understand adult rights and responsibilities Continue leading IEP Meeting provide direct input into the development of your IEP goals Aged 18-21 Direct personal assistance services Understand and use cause and effect strategies Consider others’ points of view Further develop self-advocacy skills as they relate to your postsecondary goals Assume adult rights and responsibilities

Questions?

References Chappel, S. L., & Somers, B. C. (2010). Employing persons with autism spectrum disorders: A collaborative effort. Journal of Vocational Rehabilitation, 32(2), 117-124. doi: 10.3233/JVR-2010-0501 Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Denney, S. C., & Daviso, A. W. (2012). Self-determination: A critical component of education. American Secondary Education, 40(2), 43-51. Field, S. S., Martin, J. E., Miller, R. J., Ward, M., & Wehmeyer, M. L. (1998). Self- determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113-128. Gil, L. A. (2007). Bridging the transition gap from high school to college. Teaching Exceptional Children, 40(2), 12-15.

Contact information Lori S. Hepburn, Ed.D. – dr.lorihepburn@gmail.com Jennifer Butcher, Ph.D. – jenntbutcher@gmail.com Johnny O’Connor, Ph.D. – joconnorjr@lamar.edu