Self-Determination
Purchase
Description
"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!
Contents
Preface
Preface
Acknowledgements
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 A. Self Determination Quality Indicators Assessment Tool
Resource B. The Arc's Self-Determination Scale
Resource B. The Arc's Self-Determination Scale
References
References
Index
Index
Additional materials
Description
"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!
Contents
Preface
Preface
Acknowledgements
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 A. Self Determination Quality Indicators Assessment Tool
Resource B. The Arc's Self-Determination Scale
Resource B. The Arc's Self-Determination Scale
References
References
Index
Index
Additional materials
Reviews
Self-Determination
Instructional and Assessment Strategies
January 2007 | 208 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781412925747 | $42.95 |
| Lifetime | 01/01/2025 | 9781452293431 | $39.00 |
"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!
Table Of Contents:
- 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