Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697801045363.pdf (Liberia)
Teaching Self-Determination Skills to Students with Disabilities © 2018 Kansas University Center on Developmental Disabilities.

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Self-determination enables people to support themselves to go after what they want and need SELF-DETERMINATION TO PEOPLE WITH DISABILITIES “I choose where to live.

I like my job.

I like what I do.

I have a family.


I spend time with my family and friends.” “It’s being able to advocate for myself and others too if they need it.” “Self-determination is being able to talk about what you want in your life and set goals and dreams for yourself.

You have to go do something or you won’t be anything at all.” Shogren & Broussard (2011) © 2018 Kansas University Center on Developmental Disabilities.

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Being self- determined means causing things to happen in your life.
© 2018 Kansas University Center on Developmental Disabilities.

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Key Elements of a Definition of Self-Determination •Disposition •Causal Agent •Goal Driven Shogren, Wehmeyer, Forber-Pratt, Little, & Lopez (2015) © 2018 Kansas University Center on Developmental Disabilities.

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SKILLS ASSOCIATED WITH SELF-DETERMINATION • Choice-making • Decision-making • Problem-solving • Goal-setting and attainment • Self-management • Self-advocacy • Self-awareness • Self-knowledge How many of you or people you know would benefit from support in one or more of these areas?

© 2018 Kansas University Center on Developmental Disabilities.

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Self-Determination Inventory: Student Report (SDI:SR)/ Parent/Teacher Report (SDI:PTR) • 21 items (takes approximately 10 minutes to complete) • Validated for adolescents with and without disabilities aged 13 to 22 in U.S. (Spanish and ASL version also available) • Online with accessibility features: ✓ In-text word definitions ✓ Audio playback ✓ Tablet compatibility ✓ Average grade reading level: 2.8 © 2018 Kansas University Center on Developmental Disabilities.

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© 2018 Kansas University Center on Developmental Disabilities.

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STUDENT AND PARENT/TEACHER REPORT GUIDE © 2018 Kansas University Center on Developmental Disabilities.

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SELF-DETERMINATION IN PRACTICE Self- determination Providing supports and accommodations as necessary Teaching the skills associated with self- determination Providing opportunities to use and practice these skills ✓ Choice-making ✓ Decision-making ✓ Problem solving ✓ Goal-setting ✓ Goal attainment ✓ Self-management ✓ Self-advocacy ✓ Self-awareness ✓ Self-knowledge © 2018 Kansas University Center on Developmental Disabilities.

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SELF-DETERMINED LEARNING MODEL OF INSTRUCTION Teach students to use a problem solving, goal-setting strategy to: ▪ Make choices and decisions ▪ Develop action plans for academic goals ▪ Self-monitor and self-evaluate progress toward academic goals What is my goal?

What is my plan?

What have I learned?

Phase 1: Set a Goal Phase 2: Take Action Phase 3: Adjust Goal or Plan Where to Use the SDLMI?
• ...in variety of settings, for variety of goal areas ▪ General education classroom ▪ Community settings (e.g., community center) ▪ At home • Use model for class assignment or project, transition planning, or supports planning • Support self-selected goals and action plans PHASE 1 STUDENT QUESTIONS • Phrased in “first-person voice” Phase 1 Student Questions 1.

What do I want to learn?

• Follow a sequence so that the student sets a goal by the end of Phase 1 2.

What do I know about it now?


• Some students will need supports (pictures, technology, peers) 3.

What must change for me to learn what I don't know?

4.

What can I do to make this happen?

© 2018 Kansas University Center on Developmental Disabilities.

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PHASE 1 TEACHER OBJECTIVES • Specific Teacher Objectives are linked to each Student Question • Serve as a “Road Map” for teacher to enable student to answer Student Questions to ultimately set a goal by the end of the Phase • Teachers should meet each objective before the student starts the next Student Question Student Question 1: What do I want to learn?
Enable student prioritize needs Enable student to identify specific strengths and instructional needs Enable student to communicate preferences, interests, beliefs and values © 2018 Kansas University Center on Developmental Disabilities.

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SDLMI TEACHER’S GUIDE © 2018 Kansas University Center on Developmental Disabilities.

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STUDENT REFLECTIONS ON THE SDLMI “I know I’m going to reach my goal because I’m trying.” “I would do this again.
It helped me.” “I made progress on my goal because I tried to.” SELF-DETERMINATION AND POSITIVE OUTCOMES Intervention in High School 3-year longitudinal study of self-determination interventions High school campuses Self-determination increased 1-year after school Students transitioned from school to adult world Higher self-determinations scores led to: -Greater Employment -Greater Community Participation 2-years after school 2 years after school self- determination continued to led to greater -Community participation -Ongoing Employment Significant positive, longitudinal impact of exposure to self- determination interventions Shogren, Wehmeyer, Palmer, Rifenbark, & Little (2015) © 2018 Kansas University Center on Developmental Disabilities.
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SDLMI - Impact on Teacher Perceptions Teacher Perceptions of Student Capacity for SD Teacher Perceptions of Student Opportunity for SD 25,5 25 24,5 24 23,5 23 22,5 66 64 62 60 58 56 54 52 Intervention Control Beginning Year End of Year Intervention Control Beginning Year End of Year (Shogren, et al., 2014) Building Self-Determination • Build a partnership • Establish high expectations • Give opportunities to fail in a safe environment • Develop and provide supports Target person Support Providers Thank you!
This presentation was created by the Kansas University Center on Developmental Disabilities.

To cite the presentation: Kansas University Center on Developmental Disabilities (2017).

Self-Determination in Research and Practice.

Lawrence, KS: Author.