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Transition in the Community: Self-Determination in Kansas Presented at the Annual Interhab Conference October 7, 2005 PowerPoint Presentation
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Transition in the Community: Self-Determination in Kansas Presented at the Annual Interhab Conference October 7, 2005. Denise Poston denisep@ku.edu 785-864-7601. Susan Palmer spalmer@ku.edu 785-864-0270. Beach Center on Disability University of Kansas www.beachcenter.org.

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Transition in the Community: Self-Determination in Kansas Presented at the Annual Interhab Conference October 7, 2005


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Transition in the Community: Self-Determination in KansasPresented at the Annual Interhab ConferenceOctober 7, 2005

Denise Poston

denisep@ku.edu

785-864-7601

Susan Palmer

spalmer@ku.edu

785-864-0270

Beach Center on Disability

University of Kansas

www.beachcenter.org

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Essential Questions

  • What is self-determination?
  • What does self-determination contribute to transition from school life to community living?
  • What does the research tell us about transition and self-determination?
  • How does support for involvement of a person with disabilities work in real life?
  • How do A.J. and Denise navigate the community to provide access for a good quality of life?
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One way to characterize Self-Determination

Wehmeyer, M.L. (1996).

Self-determination refers to “acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference”.

A causal agent is someone who makes or causes things to happen in his or her life.

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Self Determination

as a Functional Outcome:

  • Enables individuals to become self-sufficient, self regulated learners.
  • Empowers people to take greater control of their own learning and life skills.
  • Increases person-centered involvement in schools and communities.
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IDEA ’97 Transition Services Definition

Student involvement language in IDEA

Transition services are a coordinated set of activities for a student designed within an outcomes-oriented process, which promotes movement from school to post-school activities.

Transition activities must be based upon the individual student's needs, while taking into account the student’s preferences and interests.

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Self-Determination Supports

Standards-Based Learning

Standards in many districts include self-determination-related skills such as problem-solving and decision-making.

Instruction in self-determination serves as an entry point to the general curriculum for students with intellectual disabilities.

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OUTCOMES

Essential Characteristics of Self-Determined Behavior

PROCESS

Teach Component Elements of Self-Determined Behavior

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Component Elements of

Self-Determined Behavior

Choice-Making Skills

Decision-Making Skills

Problem-Solving Skills

Goal-Setting and Attainment Skills

Independence, Risk-Taking and Safety Skills

Self-Observation and Self-Evaluation Skills

Self-Reinforcement Skills

Self-Instruction Skills

Self-Advocacy and Leadership Skills

Self-Awareness

Self-Knowledge

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Essential Characteristics of

Self-Determined Behavior

  • Make choices and decisions as needed.
  • Exhibit some personal or internal control over actions.
  • Feel capable and act that way.
  • Understand the effects of own actions.
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Self-Determination After High School

High self-determination group was more likely to maintain both a checking and a saving account than the low self-determination group.

Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation and learning disabilities. Exceptional Children, 63(2), 245-255.

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How Important Is Self-Determination?

Current Employment Status

Ex-students in high self-determination group were more likely to be employed than their peers in the low self-determination group.

Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation and learning disabilities. Exceptional Children, 63(2), 245-255.

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Transition Using Self-DeterminationHelps Students:

  • Learn to be advocates for themselves & others.
  • Become problem-solvers & decision-makers.
  • Be a part of their IEP team.
  • Become self-regulated learners.
  • Have a vision for the future & set goals to achieve it.
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Self determination emerges…

  • By enhancing capacity using component elements of self-determined behavior (choice-making, problem- solving skills).
  • By being in an environment that supports choice and student-involvement.
  • By having frequent experiences that include choice and student involvement.
  • By providing supports and accommodations.
my life my way planning for life after high school
My Life, My Way – Planning for Life After High School
  • AJ’s Dream Life
  • Realities – How we are getting there
  • Coordinating and paying for AJ’s dream life
  • It takes a lot of work and advocacy.
marshalling resources what do we have to work with
Marshalling ResourcesWhat Do We Have to Work With?
  • Individual Resources
    • Time, money, motivation, experience, strengths
  • Community Resources
    • KU organizations, students, and faculty
    • People and their connections
  • Government benefits
    • SSI
    • Section 8 Housing
    • HCBS
  • Food stamps
  • School
  • Vocational Rehabilitation
aj s dream life
AJ’s Dream Life
  • Work
  • Home
  • Well-Being
  • Friends
  • Fun
  • Family
work aj s dream
Work – AJ’s Dream
  • “I want to be a manager”
  • “I want to write people up”
  • “On Monday, on Tuesday, on Wednesday. . . .”
  • “I want to earn $100”
  • “No thank you”
work the reality
Work – The Reality
  • This tells us he wants
    • Choice and control, authority
    • Variety
    • Competitive wage
  • He is clear about what he doesn’t want
  • Behavior – completing tasks and interpersonal
  • Pet Store, video rental, preschool volunteer, own business
work marshalling resources
Work - Marshalling Resources
  • Support from teacher and paras in current job
  • Day supports, PA supports, or Individual control of HCBS funds can pay for job development and supportive employment (job coaches)
  • KU Connection
  • Building his work experience and skills
  • How and when do we tie in vocational rehabilitation?
  • Getting community employers to hire AJ
  • How might we help AJ develop his own business?
home aj s dream
Home – AJ’s Dream
  • “I’ll live in my own apartment with a pool and pets”
  • “No lawn to mow. I want a housekeeper”
  • “Wife and 2 children (or pretty girls) for roommates”
  • “The old house in Leavenworth – buy it for $100”
home the reality
Home – The Reality
  • Sharing a duplex with 2 men
  • Only Henry the tortoise, cat with Mom, dog still a dream
  • No lawn to mow
  • Nice room with lots of space – all his furniture and videos
  • The next steps – pets, roommates closer to his age, less in-home supports, increased skills (self and home care)
home marshalling resources
Home - Marshalling Resources
  • SSI pays for his share of rent and utilities.
  • Applying for food stamps.
  • On waiting list for low-income housing (Section 8) voucher. Will he have to move to use it?
  • Might he want to own his own home? Programs available to help him buy a home in the future.
  • Roommate, assistants, school staff teaching skills to live more independently.
  • Monitoring equipment?
well being aj s dream
Well-Being_ AJ’s Dream
  • “I don’t want to be old, sick and tired”
  • “I am handsome”
  • AJ has no concrete vision in this area
well being the reality
Well-Being - The Reality
  • AJ’s team needs to translate this for him
  • How to balance his desires with health - diet and exercise
  • Lawrence Athletic Club, monthly massage therapy, swimming, limit sweets and fat (low fat, sugar free, veggie pizzas)
  • Increase his awareness and skills
well being marshalling resources
Well-Being - Marshalling Resources
  • Well-Being
    • Mom pays for LAC membership and massage. Medicaid might be able to if they were determined to be medically necessary.
    • Mom’s health insurance pays for health care.
    • Hard to find doctors who accept Medicaid in Lawrence.
    • Friends and others do more active activities (bike riding, canoeing, hiking, yoga).
friends aj s dream
Friends – AJ’s Dream
  • “Margaret will marry me. We’ll have a boy and girl. A cat and a dog.”
  • The world is made up of 2 kinds of people --girls and everyone else. Only girls are worth noticing.
friends the reality
Friends – The Reality
  • Margaret is AJ’s friend, but not a “girlfriend”.
  • A few other friends, but the “girlfriend” trumps all others.
  • AJ can easily become obsessed with a girl
  • How can he learn to value guy friends and groups of friends?
  • Learning how to be a friend to others.
  • How to encourage friendships – not just paid supports or “volunteer projects”.
  • Currently a weak area, but the most important in terms of AJ’s future
friends marshalling resources
Friends - Marshalling Resources
  • Teacher helps facilitate friendships at school
  • KU Connection
  • Natural Ties and Best Buddies
  • AJ has many strengths, but behavior a major challenge
  • Short of resources in this area.
fun aj s dream
Fun – AJ’s Dream
  • “Playing video games”
  • “Eating out”
  • “Watching cartoons”
  • “Hanging out on Mass. Street”
  • “Buying some games”
  • “Get my drivers license so I can go anywhere”
fun the reality
Fun – The Reality
  • What’s wrong with letting him sit home and play video games?
  • Everything he likes to do costs money
  • Transportation – public and support providers.
  • AJ has interests, but seems limited
  • Activities help keep AJ’s behavior under control, but if denied a preferred activity, then aggression may occur
  • Preferred people (girls) can be motivating
fun marshalling resources
Fun - Marshalling Resources
  • AJ is learning that he has to make choices with his money. SSI funds do not go very far.
  • Creative ideas of support people – encourage him to try new things.
  • Looking for a replacement for high school dances.
  • KU Connection next year – open up new opportunities.
family aj s dream
Family – AJ’s Dream
  • “Mom, you come and take me out”
  • “Mom, I hate you”
  • “Dad come to Lawrence, visit me here”
family the reality
Family – The Reality
  • Mom linked to AJ’s obsessions and aggressive behavior
  • Establishing new ways of being together - contact, but not too close
  • AJ visits Dad in TX at holidays. Enjoys, but says he doesn’t want to go.
  • Planning for future – planned family, not just blood family.
family marshalling resources
Family - Marshalling Resources
  • Mom’s role changing from managing daily life to helping AJ set vision for future
  • Keeping connected with family (other than Mom) takes effort
  • What role will his brother take in his future?
  • How do we integrate modest family financial resources without compromising AJ’s benefits?