Tools For Developing Self-Determined Students

1. Tools For Developing Self-Determined Students ____________________ 2010 Oklahoma Transition Institute Penny Cantley  Karen Little  Amber McConnell

2. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment

3. Questions To Think About • What percentage of your students could name and describe their disability? • Does your school systematically teach students with IEP’s about their disability? • When are students taught about their disability? • At school, who teaches students about their disability?

4. Questions To Think About • Where does instruction about their disability take place? • Do you believe students should be taught at school about their disability and how it impacts their school performance? • How did you learn to teach students about their disabilities? • What materials are used to teach students about their disabilities?

5. Me! Lessons for TeachingSelf-Awareness & Self-Advocacy

6. Purpose • Facilitate the teaching and learning of critical transition skills • Teach self-awareness and self-advocacy • Achieve the long term goal of developing self-aware adults who advocate for their needs in education and employment

7. Why ME! • Disability-Awareness and Self-Advocacy predict high school and post-school success • Education • Employment • Quality of life

8. Development of ME! • Funding provided by a grant from the Oklahoma Developmental Disabilities Council (ODDC) awarded to University of Oklahoma, Zarrow Center • Continues the Zarrow Center’s focus of developing teacher friendly materials available at no cost to educators • Developed and validated via a curriculum review process • Available at Zarrow Center website, http://education.ou.edu/zarrow/

9. ME! Components • ME! Book • KWL Chart • what we Know, what we Want to know & what we Learned • Self-Awareness Research Project • Self-Advocacy Task • Priority Academic Student Skills (PASS)

10. Units • Getting Started • Understanding Self-awareness & Self-advocacy • Understanding What It’s all About • Learning About Special Education • Learning About the History of Disability • Learning About Special Education: How & why did I get here? • Creating My History • Understanding My Individualized Education Program • Getting to Know My IEP • Still Getting to Know My IEP

11. Units • Understanding My Rights and Responsibilities • Learning About My Rights & Responsibilities in High School • Learning About My Rights & Responsibilities After High School • Where do I go from Here? • Improving My Communication Skills • Learning How to Communicate Effectively • Knowing What to Share and Who to Share It With

12. Units • Increasing My Self-Awareness • Starting My Self-Awareness Project • Completing My Self-Awareness Project • Presenting My Self-Awareness Project • Advocating For My Needs in High School • Planning How to Advocate • Learning From Experience

13. Units • Advocating For My Needs After High School • Using My New Skills on the Job • Using My New Skills at Postsecondary School • Reporting My Findings • Developing My Resources • Completing My Summary of Performance and Goals • Assessing My Progress & Portfolio • Assessing My Progress • Assessing My Portfolio

14. Details • Time to Teach • Approximately 20 hours • 23 sessions taking 45-60 minutes each • Where to Teach • Resource English, Social Studies, Transition class or Study Skills class • PASS Standards • Each lesson corresponds to Oklahoma PASS Standards • Cost • FREE – download at http://education.ou.edu/zarrow/

15. Feedback Requested • Teacher input on materials • Teach ME! in your classroom

16. Questions

17. Contact Information

18. https://php.radford.edu/~imdetermined/ I’m Determined! IEP Sample PowerPoint

19. Welcome to My IEP Meeting Joe Smith

20. Invited Guests • Robert Smith, Dad • Connie Smith, Mom • Ms. Beamer • Ms. Rust • Ms. Murden • Mr. Stanley

21. I’m here because… • I want to learn more about my IEP. • I want to learn more about myself. • I need help reaching some of my goals. My IEP

22. My disability is called ADHD This means… • I have difficulty ignoring noises and people around me. • It’s hard for me to get started and stay focused on the class.

23. These are my strengths! • I’m friendly. • I love basketball and football. • I’m good at biology and math. • I love to hang out with friends and go places. • I have a terrific family.

24. These are my limitations… • I can’t sit still for very long. • Sometimes I blurt things out and distract others. • Sometimes I try to do too much at once.

25. My plans for the future • I want to graduate from high school with good grades. • I want to join the military, and I want to be a doctor.

26. This is how you can help me… • Allow me to take 2 or 3 short breaks to move around so I can focus. • Give me a signal when I am off task. • Don’t let me make excuses when I get lazy. • Pair me with a strong lab partner so I can share a copy of his/her notes.

27. My Learning Style • I learn best in a quiet, structured classroom. • I am a visual learner and like hands on activities. • I may need reminders to get me back on track. • I feel great when I get positive comments from my teachers.

28. I’m glad you came! Thanks!

29. Questions

30. For More Information Contact Amber McConnell University of Oklahoma Zarrow Center for Learning Enrichment Phone: 405-325-8951 e-mail: ambermcc@ou.edu Web: http://education.ou.edu/zarrow/