Student Leadership in Educational Planning National Symposium on IEP Facilitation October 29, 2005 Alex Berlin-Bentley Freeman Laurie Powers Portland State University

Self-Determination: Root of Student-Directed Planning “Self-directed action to achieve personally valued goals” Powers et al, 1996 “Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference” Wehmeyer, 1996 Principles of Self-Determination: - Freedom- Authority - Support- Responsibility Center for Self-Determination (2004)

Essence Having POWER over your life Being able to call the shots for yourself and direct support from others A prerequisite for accountability

Why Important? Youth with disabilities have less opportunity for self-determination than their peers without disabilities. It’s where the future is heading Associated with life success Few adult safety nets and self- direction is expected

Research Findings Young people with high levels of self- determination more likely to be employed and live independently. Young people who participate in self- determination enhancement are more likely to: –Achieve academic and transition goals; –Exhibit fewer problem behaviors; and –Be involved in their transition planning. Youth and adults who can direct their lives report higher quality of life and improved health.

Critical Ingredients Information for informed decision- making Self-direction skills Opportunities to choose, strive, succeed, fail and learn Support from others Self-attribution is what ultimately matters

Information to Acquire Life options Personal preferences, strengths and accommodation needs Services, supports and resources available and how to use them Disability laws

Skills to Learn Self-awareness Self-advocacy Goal setting Problem-solving Planning Building allies and supports Self-evaluation

Experiences to Have Gather and review information about options Share goals and plan Enlist support: Assume and assign responsibility Try new activities Achieve by having success or overcoming obstacles Integrate learning for the future

Support to Obtain Encouragement Challenge Reinforcement Coaching and Assistance

Self-Determination Curriculum TAKE CHARGE / TAKE CHARGE for the Future Whose Future Is It Anyway? Self-Directed IEP Next Steps Steps to Self-Determination Self-Directed Learning Model

Self-Determination in Planning Student in leadership role Strengths-based and goal focused Increases student’s capacities Relevant to the youth’s future Promotes planning success

Legal Requirements IDEA 97 and 2004 Goals include student preferences and interests Student present

Planning that Promotes Self-Determination A process rather than a meeting Student at the center Student appropriately informed and supported Family and trusted others involved Follow-up is emphasized –Everyone is accountable

Supported Participation Advance preparation Bite-size pieces Negotiated support plan Accommodations (e.g., technology, note taker) Support management training

Closing Thoughts Promoting youth-led planning is a systematic process Needed by all youth Planning is meaningless unless there is follow-through. Works best when integrated within inclusive, standards-based education.

You are working with a 17 year old youth who lives in a foster home. She is getting ready to graduate but doesn’t have enough credits and doesn’t want to stay in high school. The youth will exit foster care at age 18. How would you encourage the youth to take control? Learn about options Make an individualized plan Ask for help; use your support Present plan at the IEP Work with other people to carryout the plan Access services