“Supported Decision-Making” (SDM) in Education Moving Supported Decision-Making into Policy & Practice: A Story from D.C. Schools Guardianship has been the default option for adult students with intellectual disabilities, and school personnel are the most frequent source of such referrals. While guardianship sometimes is the right choice for families, it should the option of last resort. Students on the cusp of adulthood should be given the opportunity to make their own decisions, with the support they want and need, instead of having their rights removed and reassigned by a court. After seeing that school policies and practices failed to inform students and families of less restrictive options to consider, Quality Trust for Individuals with Disabilities, Project ACTION!, and other local advocates collaborated to dismantle the school-to-guardianship pipeline in the District of Columbia. “Supported Decision-Making” (SDM) in Education Ryan’s Story D.C. Reform Efforts What? Why? “Don’t judge me before you get to know me.” – Ryan King, advocate Key partners Advocates with disabilities Parent groups Legal and social service providers supporting transition-aged (16-22 years old) youth Developmental Disabilities Council and University Center for Excellence in Developmental Disabilities Adult students with disabilities make their own decisions by using friends, family members, professionals, and other people they trust to: Help understand the issues and choices they face Ask questions Receive explanations in language they understand Communicate their decisions to others Evidence shows: People with greater self-determination – who have more control over their lives -- are more independent, more integrated into their communities, healthier, and better able to recognize and resist abuse Students with disabilities who have self-determination skills are more likely to successfully make the transition to adulthood, including improved education, employment, and independent living outcomes Promoting self-determination is a best practice in special education “The decision process is part of being whole . . . [Ryan] is a whole person and he is making decisions and I encourage him.” – Herbert King, parent Action Steps “Call to Action” letter to and meeting with the Office of the State Superintendent of Education (OSSE) Letters, meetings, and commentary to D.C. Public Schools (DCPS) Education requested by D.C. Council member advancing special education reform Next Steps Continued training for students with disabilities, parents, educators, and school administrators Continued public outreach through plain language informational flyers Continued individual advocacy for students to ensure implementation “on the ground” Results DCPS revises its Transfer of Rights Guidelines to recognize SDM (8/2013), develops an SDM Form, and introduces SDM beginning in Pre-K D.C. Special Education Student Rights Act of 2014 recognizes SDM and other alternatives to guardianship for adult students (eff. 3/2015) OSSE issues regulations recognizing SDM and other alternatives to guardianship and develops related model forms (eff. 7/2016)