1. Building Student Independence

2. Getting re-connected
Would you rather …?

3. The Goal!
The goal is active engagement in LEARNING and development of student independence.

4. Building on what we know and do already…

5. What is Self-determination?
Self-Determination refers to the process of making things happen in one’s own life. Self-determined action involves the capacity, the needed supports, and the opportunity provided for making choices, setting, goals, solving problems, and making decisions. These choices and decisions may be related to where a person lives, whether the person has a job, and how the person spends leisure time.

6. Self determination is...
The process of becoming self-determined can start early in life as families, caregivers, and teachers engage children and youth in active learning and capacity building over time. Self-determination is an active process that beyond individual abilities, often requires both family advocacy and self-advocacy, when appropriate, to support a desired quality of life over time.

7. Why is self-determination important?
Young people with disabilities who have higher levels of self- determination are more likely to obtain postschool employment and experience success in their adult lives.

8. Self determination components
Choice-making
Decision-making
Problem-solving
Goal-setting and attainment
Self-advocacy and leadership
Self-management and self-regulation
Self-awareness and self-knowledge

9. Choice Making (Waisman Center, 2009)
Ability to demonstrate a preference when two or more options are available
Enables students to exert and demonstrate some control over their environments

10. Decision-making Skills (Waisman Center, 2009)
Ability to consider possible solutions and select the one that is best suited to one’s individual needs
Helps students carefully weigh all possible options in order to reach a desired outcome

11. Problem-solving Skills (Waisman Center, 2009)
Ability to effectively respond to and generate solutions for challenging situations that arise
Allows for increased competence and independence; and to safely navigate different environments

12. Goal-setting & Attainment Skills (Waisman Center, 2009)
Identifying an objective to achieve and developing a plan to reach that goal
Helps students become more independent and proactive; creating smalls steps makes a goal accessible and achievable

13. Self-advocacy & Leadership Skills (Waisman Center, 2009)
Knowing and standing up for one’s rights, communicating effectively and assertively
Allows students to make changes in their lives and get the supports they need to be successful

14. Self-management & self-regulation skills (Waisman Center, 2009)
Monitoring and evaluating one’s own behaviour, setting a schedule
Develop a greater chance of experiencing positive outcomes now and later in life

15. Self-awareness & self-knowledge skills (Waisman Center, 2009)
Identifying one’s own strengths and limitations and applying to enhance success
Supports students to successful respond to everyday behaviour or situations, and to plan for the future

16. Strategies for Choice-making Skills
Any grade
Elementary
Secondary
Choosing materials for a project
Activities during recess or break times
When appropriate the time an activity is done
What to eat for snack
Choose from a list of extracurricular clubs based on their interests

17. Strategies for Decision-making Skills
Any grade
Elementary
Secondary
Use visuals to show options
Discuss decisions for how to do an assignment and potential impacts
Use literature to discuss a character’s decisions
Discuss consequences of decisions (i.e.: losing privileges)
Explore a career of their choosing
Provide job shadow experiences before a student applies for jobs

18. Strategies for Problem-solving Skills
Any grade
Elementary
Secondary
Assess which strategies may be best to address a challenge
Reflect on choices
Use children’s literature to discuss a problem
Brainstorm solutions to a problem
Discuss difficult situations for youth
Reflect on what happened the last time that same problem occurred

19. Strategies for Goal-setting & Attainment Skills
Any grade
Elementary
Secondary
Write out the process for achieving a goal
Discuss what can be accomplished in a period of
time
Create a poster or chart with visuals
Make a personal recording chart, including reinforcers
Support students with IEPs goals to be involved
Create a checklist for getting a specific job

20. Strategies for Self-advocacy & Leadership Skills
Any grade
Elementary
Secondary
Role play difference between aggressive and assertive
Support students to be
a mentor
Role play scenarios related to bullying
Teach team work or collaboration skills
Encourage involvement in extracurricular clubs or organizations
Teach about rights and responsibilities

21. Strategies for Self-management & Self-regulation Skills
Any grade
Elementary
Secondary
Manage own checklists (behaviour, homework, schedule)
Teach how to recognize and monitor a range of
emotions
Draw 21
Study character traits
Consider what makes a good friend and evaluate themselves
Create a plan “to be better”

22. Self-determination Opportunities from Environments
Engagement of a student’s sustained attention or an interaction can come with floor plans and spatial arrangements
Choice and decision-making to interact with the environment, materials and people
Control of space, materials, length of time in an activity support development of self regulation
Displaying samples of the student’s work, art, photos contributes to a positive self concept

23. Self determination in school
Think of a student.
Complete chart.
Discuss your ideas with a partner.

24. Think of a student
Write a strength base description of a student you support.
Complete the chart.
Discuss with a different partner what you are learning about Building Student Independence?