1. What is Self-Determination?
How can I help my child be
self-determined?

2. Pre- and Post questions for participants
Self-determination is
a program my child can enroll in.
a type of accommodation for my child.
too complicated for my child to understand.
a process whereby my child learns to take greater control of his/her life.

3. 2. True or False: Many students participate meaningfully in their IEP meetings.

4. When my child graduates high school,
he or she will carry their IEP to college or to the workplace for continued services.
he or she will have to attend college or another educational/training setting in order to receive IEP services.
he or she will no longer receive IEP services.
he or she must live at home to receive IEP services.

5. When I talk to my child about his or her disability, I should:
focus on the disability and talk about the many barriers they face; it’s a very realistic approach.
overlook or excuse behaviors or poor performance; it’s not their fault.
refrain from encouraging or complimenting my child; it only leads to frustrations.
have high expectations and praise his/her talents and strengths; modeling good self-esteem will help my child.

6. True or False: Accommodations are things that help my child in the classroom, so the teacher should independently make the decisions about needed accommodations.

7. Self-Determination…
refers to both the right and the capacity of individuals to exert control over and direct their lives.
(Wehmeyer, 2004)
People often speak about self-determination like it’s a “thing” that someone acquires suddenly. Self-determination is a process, and for many, a learned way of behavior that leads to increased independent decision-making and goal setting. All of us want to be able to make decisions in our lives without undue pressure or influences.

8. To your child, self-determination means…
Knowing and believing in herself
Knowing what she wants her future to look like and how to plan for that future
Knowing the supports she will need to have control of her life

9. Did you know…
Students who incorporated self-determination goals into their IEP’s and transition plans were more likely to earn higher incomes one year after graduation.
Incorporating choice-making opportunities into behavior support plans improves behavior outcomes.
Instruction in problem-solving skills can lead to improved employment outcomes
What is a self-determination goal? Could be for your son or daughter to understand their disability and how it affects their learning. It could also be a series of goals relating to self-advocacy, or the ability to clearly indicate preferences. It could also be a goal with the measurable outcome of employment one year after graduation.
(Wehmeyer, 2004; Shogren, Faggella-Luby, Bae & Wehmeyer, 2004; O’Reilly, Lancioni & O’Kane, 2000)

10. What can YOU do to encourage self-determined behavior in your child?
Encourage your child to make choices about everyday activities.
Encourage your child to set priorities.
Help your child identify their interests, preferences and strengths.
Educate yourself and your child about rights.
Choice is imperative to self-awareness and self-advocacy; kids should be making choices at school and at home. Help your child determine the things they like, and those they don’t; when a chore is resisted, help them learn to resolve the conflict: if I wash the dishes right now, can I use the computer this evening before bed? The more your child knows about their preferences and strenghts, the

11. What can YOU do to encourage self-determined behavior in your child?
Talk to your child about the process of goal setting including barriers that might be encountered.
Help your child understand the concept of accommodations and how they can help or hinder educational and career goals.
Talk to your child about their disability. Get teacher(s) involved to the extent you feel warranted.
Accommodations can be very helpful, but can also hold a child back from progress. Help your child think through the things that help him best; reading tests might not be necessary in all classes and at all grade levels.

12. How do I talk to my child about his disability?

13. Suggestions for Talking to Your Child
Focus on the child and not the disability:
love and cherish your child and his unique characteristics.
recognize that your child is more like his/her peers than different.
use person-first language and language the student will understand.
Does your son or daughter understand what having a learning disability means? Or an intellectual disability? Understanding their disability will help them advocate for their needs now and in the future. Remember that your child already hears all of the things they can’t do – either from others or from himself; be sure to let your child know that their disability does not define who they are.
While it might make us uncomfortable to discuss disabilities, your child should know how their disability affects their life at school and at home. Your child should not live in fear of what others might think.

14. Suggestions for Talking to Your Child
Be knowledgeable about your child’s strengths, talents, gifts, interests and learning differences.
Begin discussion by talking about the strengths, gifts interests and learning differences of everyone in the family.
Everyone has things they do well; start there, and get your child to think about they many gifts and strengths they bring to the family.

15. Suggestions for Talking to Your Child
Educate don’t excuse:
Discuss role models.
Stress coping and learning strategies.
Know that the expectations that you have for your children greatly influence their achievements for themselves.
Children with disabilities are often unmotivated due to feelings of failure, frustration and false labels (crazy, lazy, dumb).
Sometimes parents feel it might be best if they don’t discuss their child’s disability; doing so may actually cause your child to contineu the negative self-talk they are already engaged in – “I’m stupid, I’m no good, I can’t learn.” Let them know that you feel they can achieve great things so they begin to think of themsleves in a more positive light.

16. Suggestions for Talking to Your Child
Provide feedback for your child
Praise progress and effort as well as results.
Give honest and specific compliments.
Provide corrective criticism when warranted.
Know that by talking to your child you are modeling skills they will need to be self-determined.
Your child will need to know how to correct the things that go wrong. Point out the problem and the decision they made, then help them come up with better solutions. Model the decision making process for your child; help them thin through positive and negative consequences.

17. What should I know about my child’s Individual Education Program (IEP)?

18. The IEP:
Is a document that states the services your child will receive and where s/he will receive them;
Is developed by a committee that includes you, your child, his/her teachers, school administrators and other professional service providers;
Is an important tool that guides/measures your child’s progress from year to year.
The IEP can be overwhelming to anyone who participates, so we just wanted to emphasize just a few vital components and elements. The IEP is a process that needs input from a variety of people who touch your child’s life, including you and your child.

19. Some important parts of the IEP…
Present Level of Performance that includes parent input
Meaningful, measurable annual goals
Results of evaluations and assessments
Needed accommodations and/or modifications
Services that will be provided
A well-written IEP is one of the most important tools your child has, for it clearly states a plan for success and attaches the needed services and supports. The IEP includes the opportunity for your input; use that opportunity to provide your perspective and concerns.
All kids, ideally, should have an IEP – you child is the lucky one!

20. Your child’s involvement in the IEP
Builds self-advocacy skills and self-esteem
Gives your child some control over their education
Builds important social and conversational skills;
Teaches the processes of decision-making, goal setting and achievement
Student voice in the IEP is a big focus of the Self-Determination project, and it’s why we are here tonight. The IEP is all about your child; they are NEVER too young to participate and start the path to an increased role in its development and implementation. When you child participates, you can see a marked increase in many important skill areas you child will need throughout life.

21. Practicing self-determination skills through IEP participation

22. What do we know about IEP meetings?
Many students do not attend
Those who do, do not participate in a meaningful way
Many students do not know:
-their goals
-their accommodations
-their rights
Many students do not understand their disability; many do not know they have a disability.
Source: I’m Determined, Virginia’s Self-determination Project
Why get involved in the IEP? For many years, in many schools, the IEP meeting – which is all about the student – did not include the student in any meaningful way. Though this was the traditional way of conducting the meeting, it’s not necessarily the best or most appropriate for the student.

23. Some ways your child can participate in their IEP meeting
Create invitations
Write thank-you notes to attendees
Introduce family members
Photocopy materials for the meeting
Create PowerPoint presentations
Here are some ways that kids of all ages have been taking part in their IEP preparation and meetings, beginning with some very simple things that elementary students can handle. Feedback from pilot projects indicates students of all ages are benefiting from participation; they gain confidence, self-awareness and self-advocacy skills.

24. Some ways your child can participate in their IEP meeting
Provide work samples
Create an “It’s All About Me” notebook or folder
Make a list of their strengths and weaknesses
Help write the PLoP
Present their transition plan
Pass out the IEP-at-a-Glance to their teachers and explain their classroom needs
Elementary students have been creating “All About Me” folders; these folders will follow them to middle school, where the information will be used to help transition. New folders and notebooks created in middle school will follow to high school, where again, the information will help with transition. High School students create a “I’m Determined” notebook that contains test scores, IEP’s, work samples, accommodations, transition plans, etc. This is the STUDENT’s notebook; they take ownership, and they can look up necessary information, such as SOL scores.

25. When your child feels some control…
When students take charge of their learning, the responsibility shifts from teacher/parent to student.
When students participate in IEP goal setting, they have a vested interest in achieving those goals.
Inappropriate behaviors may decrease as students feel empowered to chart their own course.
Inappropriate behaviors would be those associated with the loss of control or frustration. For example, students who do not like the accommodation of having tests read might resist leaving the classroom for testing, or suddenly become “sick” at testing time.

26. Remember…there are NO IEPs after high school

27. Entitlement vs. Eligibility
The services and supports your child receives in school will end when she leaves high school.
Services and supports in the community require an eligibility determination.
There are lengthy waiting lists for many services. Plan early!
If your child has intense needs – whether medical, behavioral, or related to independent/daily living – those needs will require a good action plan, and will involve a number of supports. These services and supports are in high demand, and often may not be available in the area you live. It is vital you and your family members begin to make plans very early.

28. Your child will need self-determination skills…
To advocate for their rights and needs.
To be able to explain to others what they need to be successful on the job, in college or training environments, and when living independently.
Think of how an inability to express their needs, preferences, and challenges will hinder your child from success on the job or in an education/training setting.

29. Now you know!
Thanks for learning how self-determination skills will help your child throughout their life!

30. Resources www.studentledieps.org
(a student guide to the IEP)
(resources for student-led IEP’s)
(“My Future My Plan” is a transition planning resource for students and families)

31. References
Agran, M. (2006). Self-determination: Achieving a say-do correspondence. Tash Connections, May/June, Lee, S.H., Palmer, S., Turnbull, A., & Wehmeyer, M. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. Teaching Exceptional Children, 38 (3), Wehmeyer, M. (2004). Self-determination and the empowerment of people with disabilities. American Rehabilitation, Autumn, Wehmeyer, M. (2007). Self-determination: Instructional and Assessment Strategies Corwin Press. Wood, W., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36 (3), 8-16.