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Self-Determination
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Self-Determination
Instructional and Assessment Strategies


January 2007 | 208 pages | Corwin

"There is not available a more comprehensive book in the area of self-determination."
—Melinda Pierson, Department of Special Education
California State University, Fullerton

"Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula."
—Marianne Mooney, Senior Research Associate
TransCen, Inc., Post-Secondary Learning and Careers

Give students with disabilities powerful tools for success in school and in life!

Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions.

Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to:

  • Encourage students to become their own advocates by practicing assertive behavior
  • Use needs-assessment techniques to determine the level of instruction required for each student
  • Teach effective choice making, problem solving, and goal setting
  • Support both families and fellow educators in their efforts to teach self-determination skills

Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!


 
Preface
 
Acknowledgements
 
About the Authors
 
1. Self-Determination: What Is It and Why Is It Important to Students With Disabilities?
Self-Determination: What Is It?

 
A Functional Model of Self-Determination

 
A Five-Step Model of Self-Determination

 
Self-Determination: Why Is It Important to Students With Disabilities?

 
Impact of Promoting Component Elements of Self-Determined Behavior

 
Impact of Promoting Self-Determination

 
 
2. Self-Determination in the Era of Standards-Based Reform
Promoting Self-Determination in the General Education Curriculum

 
Self-Determination Content in General Education Standards

 
Self-Determination and Curriculum Modifications

 
Infusing Instruction Into the General Education Curriculum Planning

 
Curriculum Content

 
 
3. Educational Planning and Student Involvement
IEP Planning, Access to the General Education Curriculum, and Self-Determination

 
Supplementary Aids and Services

 
Specially Designed Instruction

 
Other Educational Needs

 
Self-Advocacy and Student Involvement in Educational Planning

 
Promoting Self-Advocacy

 
Student Involvement in Educational Planning

 
 
4. Schoolwide and Classroom Ecological Interventions
Quality Indicators of Programmatic Efforts

 
Quality Indicator #1: Knowledge, Skills, and Attitudes for Self-Determination Are Addressed in the Curriculum, in Family Support Programs, and in Staff Development

 
Quality Indicator #2: Students, Parents, and Staff Are Involved Participants in Individualized Educational Decision Making and Planning

 
Quality Indicator #3: Students, Families, Faculty, and Staff Are Provided With Opportunities for Choice

 
Quality Indicator #4: Students, Families, Faculty and Staff Are Encouraged to Take Appropriate Risks

 
Quality Indicator #5: Supportive Relationsips Are Encouraged

 
Quality Indicator #6: Accommodations and Supports for Individual Needs Are Provided

 
Quality Indicator #7: Students, Families, and Staff Have the Opportunity to Express Themselves and Be Understood

 
Quality Indicator #8: Consequences for Actions Are Predictable

 
Quality Indicator #9: Self-Determination Is Modeled Throughout the School Environment

 
 
5. Teacher-Directed Instructional Strategies
Learning Process Strategies

 
Modeling and Mentors

 
Cooperative Learning Groups

 
Coaching

 
Behavioral Strategies

 
Teaching Component Elements of Self-Determined Behavior

 
Teaching Goal Setting and Attainment

 
Teaching Problem Solving

 
Teaching Decision Making

 
Fostering Self-Awareness and Self-Knowledge

 
Promoting Choice Making

 
Attribution Retraining

 
Curricular Materials

 
 
6. Student-Directed Learning and Peer-Mediated Instructional Strategies
Student-Directed Learning Strategies

 
Antecedent Cue Regulation

 
Self-Monitoring, Self-Evaluation, and Self-Reinforcement

 
Self-Instruction

 
Multiple Strategy Use

 
The Self-Determined Learning Model of Instruction

 
Peer-Mediated Learning Strategies

 
 
7. Assessing Student Needs and and Evaluation Program
Assessing Instructional Needs in Self-Determination

 
The Arc's Self-Determination Scale

 
Self-Determination Assessment Battery

 
The AIR Self-Determination Scale

 
Program Evaluation

 
Empowerment Evaluation

 
 
8. Family Support for Self-Determination
How Families Impact Student Self-Determination

 
Strategies and Resouces to Help Family Members Learn About Self-Determination

 
Family Support for Self-Determination: Tips and Tools

 
Sharing Stories About Self-Determination

 
Making the Most of Teachable Moments

 
Providing a Positive Role Model of Self-Determination

 
 
9. Nurturing the Self-Determination of Teachers
What Do Educators Need to Know to Be Self-Determined in Their Work?

 
What Can Teachers Do to Build and Nurture Their Self-Determination?

 
 
Resource A. Self Determination Quality Indicators Assessment Tool
 
Resource B. The Arc's Self-Determination Scale
 
References
 
Index

"There is not available a more comprehensive book in the area of self-determination."

Melinda Pierson, Professor of Special Education
California State University, Fullerton

"Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula."

Marianne Mooney, Senior Research Associate
TransCen, Inc.
Key features
  • Extensive reproducibles, forms, and related materials for immediate teacher use
  • Easily implemented assessment techniques
  • Top research and practice knowledge brought together for classroom use

Sample Materials & Chapters

Preface_Self Determination_Wehmeyer

Chapter 1_Self Determination_Wehmeyer


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