Supporting the growth of Self-Determination Skills through Student-led IEP Meetings Jeanne E. Danneker, Ph.D. Winona State University jedanneker@winona.edu UW-Oshkosh ~ March 6, 2010 Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Session Objectives Define self-determination (SD) Explain the developmental nature of SD Describe lessons to prepare students to participate in their IEP meetings Discuss the impact of student involvement Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Self-Determination “acting as the primary causal agent in one’s life free to make choices and decisions about one’s quality of life free from undue influence or interference” (Wehmeyer 1992, p.302) Danneker, March 6, 2010 UW-Oshkosh

Component Skills Wehmeyer, 1994 Choice making Goal setting & attainment Positive attributions of efficacy and outcome expectancy Decision making Self-observation, evaluation & reinforcement Self-awareness Problem solving Internal locus of control Self-knowledge Danneker, March 6, 2010 UW-Oshkosh

Growing Self-Determination Allow students to make choices Model problem solving ~ think aloud Help students link choices and results Help students evaluate their own work compared to a set standard Help students set goals, record & evaluate their own progress Encourage them to participate in their IEP meetings Danneker, March 6, 2010 UW-Oshkosh

Growing Self-Determination Why should students participate in their IEP meetings Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Because. . . It enhances students’ self-determination skills It increases the likelihood that they will achieve their goals It makes them more likely to request and use accommodations in general education It can enhance communication at the IEP meeting If they are over 16 it’s the law Danneker, March 6, 2010 UW-Oshkosh

Does this represent your IEP meetings? Student Special Educator Gen Ed Teacher Parent Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Training Standing Up for Me- Florida Dept of Ed Student’s Guide to the IEP- NICHCY Six 20-minute sessions Explaining the IEP Self-awareness (strengths, needs, interests) Self-evaluation Goal setting Specifics of IEP meeting (script) Rehearse Danneker, March 6, 2010 UW-Oshkosh

Lesson One: What is an IEP? Every student who receives special education services has an Individual Education Program. It tells about the plan for your education for the present school year. A new plan is developed every year at an IEP meeting by a team. Your team is made up of people who are interested in your education. Who is on your team? Danneker, March 6, 2010 UW-Oshkosh

Create an invitation You’re Invited Please come to my IEP Meeting   Please come to my IEP Meeting Date: ___________________ Time: ___________________ Location: ________________ Thank You! Danneker, March 6, 2010 UW-Oshkosh

Lesson Two: Present Levels of Performance (Who Am I?) Self-awareness: strengths, needs, interests Everybody is good at some things and not so good at others. List the things you are good at. . . List the things you need help with. . . Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Questionnaires Having parents, general educators, and students fill out a questionnaire helps them feel prepared for the meeting and enhances their participation Strengths Concerns Goals Other issues Provide a checklist of things the student might need help with Danneker, March 6, 2010 UW-Oshkosh

Lesson Three: Review My IEP Self-evaluation Go through the current IEP with the student and have him/her self-evaluate progress Ask the student to evaluate her/his PLEP and goals. Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh Lesson Four: Identify New Goals (Where am I going? How will I get there?) Goal setting Help the student determine appropriate goals for his/her next IEP Accommodations Discuss things that help the student be successful Danneker, March 6, 2010 UW-Oshkosh

Prepare the student for the meeting Lesson Five: Script Lesson Six: Rehearse Discuss each section of the IEP~ what will the student say? Together predict what parents and general education teachers will say about the student’s performance and needs under each topic Create a script using the student’s words Have the student practice reading the script Rehearse stopping points and asking team members for input Talk about how to handle difficult topics Danneker, March 6, 2010 UW-Oshkosh

Student-Led IEP Meetings Student-centered Foster self-determination Collaborative All sections of the IEP can be addressed Meetings last under 1 hour (30-55 minutes) IEP student Special Educator General Educator Parent Danneker, March 6, 2010 UW-Oshkosh

Danneker, March 6, 2010 UW-Oshkosh References Fiedler, C. & Danneker, J.E. (2007) Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39, 8, 1-20. Danneker, J.E., & Bottge, B.A. (2009). Benefits and barriers to elementary student-led individualized education programs. Remedial and Special Education, 30, 225-233. Wehmeyer, M.L. (1992). Self-Determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27,302-314. Wehmeyer, M.L. (1994). Self-determination as an educational outcome: Why is it important to children, youth, and adults with disabilities? In D.J. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 17-36). Baltimore: Brookes. Danneker, March 6, 2010 UW-Oshkosh