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Self-Determination
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Self-Determination
Instructional and Assessment Strategies



March 2014 | 208 pages | Corwin
'There is not available a more comprehensive book in the area of self-determination.'ùMelinda Pierson, Department of Special EducationCalifornia 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.'ùMarianne Mooney, Senior Research AssociateTransCen, Inc., Post-Secondary Learning and CareersGive 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 reproduciblesùall 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 behaviorUse needs-assessment techniques to determine the level of instruction required for each studentTeach effective choice making, problem solving, and goal settingSupport both families and fellow educators in their efforts to teach self-determination skillsSpecial 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.

Sample Materials & Chapters

Preface_Self Determination_Wehmeyer

Chapter 1_Self Determination_Wehmeyer


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Michael L. Wehmeyer

Michael L. Wehmeyer, Ph.D. is Professor of Special Education; Director, Kansas University Center on Developmental Disabilities; and Associate Director, Beach Center on Disability, all at the University of Kansas. Dr. Wehmeyer is engaged in teacher personnel preparation in the area of severe, multiple disabilities and directs multiple federally funded projects conducting research and model development in the education of students with intellectual and developmental disabilities. He is the author of more than 180 articles or book chapters and has authored, co-authored or co-edited 19 books on disability and education-related issues,... More About Author

Sharon Field

Sharon Field, Ed.D., is Professor (Research) and Co-director of the Center for Self-Determination and Transition in the College of Education at Wayne State University. Her areas of specialization include self-determination, transition and life skills, and applied positive psychological practices. She has directed several federally funded transition and self-determination projects. Through these projects she developed, with Dr. Alan Hoffman, a model of self-determination and the Steps to Self-Determination curriculum and, with Drs. Alan Hoffman and Shlomo Sawilowsky, a self-determination assessment battery. She has written extensively on... More About Author

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ISBN: 9781412925747
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