Teaching Self-Determination Skills to Students With Disabilities National Secondary Transition Technical Assistance Center Teaching Self-Determination Skills to Students With Disabilities 1 hour presentation Time Allotment: 1 minute Materials: PowerPoint presentation handouts Field Tested Curricula Handout SD Assessment Handout Other SD Resources Handout Pretest and Posttest Evaluation Pencil/pen Background Information: N/A Facilitator’s Notes: “Today’s session will focus on teaching self-determination to students with disabilities and includes information on what self-determination is, why it should be taught to students, and how to teach it.”

The Birthday Party Time Allotment: 2 minutes Materials: None Facilitator’s Notes: This story is an analogy of the experience that students’ have when not invited to participate in the IEP process. Read this story to the audience. “Imagine being a small child and hearing your parents talk about your birthday party. You hear the excitement in their voices as they talk and plan, starting with the theme for the party, deciding on who to invite, and who will do each job. As the time draws closer, you hear more and more conversations about your birthday party, and so you know it will be coming soon. And then your birthday comes and goes, but no one ever invites you to your party. Maybe they just forgot to invite me you think. The next year, you again hear your parents discuss your birthday party. Once again you hear about all the plans, your birthday comes and goes, but no one invites you to your party. It must not be important for me to be there you think. The following year, you once again hear about the birthday party. You barely notice the excited tone in their voices as they decide on the theme and who shall be invited. Your birthday comes and goes but no one ever invites you. Now you think parties are not important at all. Several years later, when you become a teenager, you barely catch a snippet of a conversation about your birthday party. But since you have never been invited to your parties, you know that your presence is not important. But this time you receive an invitation to your party! You are surprised, confused, and even scared. You ask your parents why you received an invitation and they say that since you are a teenager you are old enough to help with everything. You can decide the theme, and who will come and decide who will do the different jobs. But you respond by saying, Why would I want to become involved now? If these birthday parties were suppose to be my parties, why wasn’t I invited all along. Why didn’t I get to help decide whom to invite? Why didn’t I get to help choose who would do the different jobs? Your parents say, We thought you were not old enough to help. Now I am so old that I do not know how to help with any of it, you have been doing it for me all these years. Just keep on doing it without me. Now, imagine this scenario again, but this time insert IEP meetings in place of birthday parties. Students with disabilities hear their teachers and parents talk about the IEP meetings, they hear about goals and services. They hear about who will attend but students rarely receive invitations to attend. They may decide that an IEP meeting is an opportunity for adults to talk negatively about all the problems that students are having in school. They may decide that attending their IEP is not important since no one shares any information about the meeting. Students with disabilities may decide just keep doing the meeting without me.” Taken from Jamie L van Dycke, James E. Martin, David L. Lovett, Teaching Exceptional Children. Reston Jan/Feb 2006 Vol. 38, Iss.3 Pg. 42, 6pgs Self-Determination Constructs

Self-Determination Defined There are many definitions of SD in the literature. The most comprehensive definition is provided by Field, Martin, Miller, Ward, and Wehmeyer (1998). Time Allotment: Less than 1 minute Materials: None Facilitator’s Notes: Reference: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.

Self-Determination Defined A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society. Time Allotment: 2 minutes Materials: None Facilitator’s Notes: Goal-directed: knowing why we are doing something and working to achieve an end result Self-regulated: being in control of our actions Autonomous behavior: making informed, un-coerced behaviors “An example of this can be made within the area of employment. Students need to understand what kind of job they would like to pursue based on knowledge of their own self (interests, limitations, and strengths) and also be able to understand why working on pre-vocational or other jobs related to their job of choice is important.”

Components of Self-Determination Choice making: appropriately choosing between a finite number of choices Problem-solving: weigh pros & cons of potential actions, identify barriers to success Decision making: involves choosing between unlimited options Goal setting and attainment: ability to set appropriate goals for self and achieve the goals with actions Time Allotment: 1 minute Materials: None Facilitator’s Notes: “These are only some of the subcomponents of self-determination. A lot of these components may already be a target or embedded within the instruction in teachers’ classrooms already; however, these components make self-determination measurable and if a student is lacking skills in one or more specific areas, a goal can be written to help improve those skills.” It may also be helpful to provide examples of each component and then also ask for examples from the audience. These examples are ways to embed instruction within everyday class work and are meant to stimulate the audience’s knowledge of the topic. Examples within the area of reading: Choice making: (a distinction between choice making and decision making could be made. Choice making is when there are a limited number of choices whereas decision making has unlimited options.) e.g., choose between what books to read, choose what order to complete literature activities, choose what role to perform in literature circles Problem solving: could be as simple as missing reading materials for the day and teaching the student how to problem solve. Decision making: plan out how to complete a book report (e.g., “first, I will…, second, I will…) Goal-setting and attainment: set a goal of how many pages/words to read

Components of Self-Determination Self-regulation: self-monitoring, self- evaluation, self-instruction, self-management (controlling own behavior by being aware of one’s actions and providing feedback) Self-advocacy: have knowledge of self, knowledge of rights, communication skills, and leadership ability. Self-awareness: awareness of own individuality, strengths, and areas for improvement Self-efficacy: understanding that own actions have an impact – you are a causal agency in your life Time Allotment: 1 minute Materials: None Facilitator’s Notes: This slide provides more components of Self-Determination. Examples still within the area of reading: Self-regulation: Students can devise a monitoring plan for a goal of how many pages or words should be read (e.g., record the number of words read in a sitting) and evaluate if that got them closer to their goal. Do they need to read faster?) Self-advocacy: requesting assistance when completing a reading activity in class or asking what a word means, could also be applying knowledge of rights with regards to accommodations (e.g., students should request a reader or book on tape) Self-awareness: picking text based on ability level Self-efficacy: completing assignments-if students choose not to complete-do they understand the implications?

Self-Determination Assessments Purpose: to provide information about readiness to make decisions related to future ambitions and help students in identifying relative strengths and limitations related to self-determination Examples: The Arc’s Self-Determination Scale Self-Determination Assessment Battery Choice Maker Self-Determination Assessment Time Allotment: 1 minute Materials: None Facilitator’s Notes: “Self-determination assessments provide information as to one’s readiness to make decisions related to their postsecondary ambitions. Such assessments provide data to help a student identify their relative strengths and limitations related to self-determination and factors that may be promoting or inhibiting this outcome. Some examples include: The Arc’s Self-Determination Scale – Adolescent Version Self Determination Assessment Battery Choice Maker Self-Determination Assessment” For more information on assessments see: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.

S E L F A D V O C Y Self-awareness Knowledge of Rights Communication Sample sub-components include Strengths Preferences Goals Dreams Interests Learning style Support needs Accommodation needs Characteristics of one’s disability Responsibilities Knowledge of Rights Sample sub-components include Personal rights Community rights Human service rights Consumer rights Educational rights Steps to redress violations Steps to advocate for change Knowledge of resources S E L F A D V O C Y Communication Sample sub-components include • Assertiveness • Use of assistive technology • Negotiation • Listening • Articulation • Persuasion • Body Language • Compromise Time Allotment: 1-2 minutes Materials: None Facilitator’s Notes: “This figure shows how self-advocacy involves many other subcomponents such as self-awareness, knowledge of rights, communication, and leadership. Under each of these headings, are examples of ways to monitor or observe students demonstrating these skills. For example, under communication, you can observe or teach specific components to students about their body language, listening skills, and assertiveness in relation to the broader topic of self-advocacy. How else could we observe or teach skills related to self-advocacy?” Facilitate discussion related to this figure and audience input. Leadership Sample sub-components include • Knowledge of group’s rights • Knowledge of resources • Advocating for others or for causes • Organizational participation • Political action • Team dynamics and roles

Why the emphasis on SD? Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations) Research is emerging regarding the relationship between SD and positive school experiences (e.g., higher grades, attendance, fewer behavior problems). Wehmeyer & Schwartz (1997) Time Allotment: 1 minute Materials: None Facilitator’s Notes: “Research has indicated that individuals who have higher levels of self-determination have better employment outcomes including higher wages. Research also indicates that individuals who had higher levels of self-determination had a better quality of life including independence, productivity, community integration, and satisfaction.”

You have the WHYS and the WHATS…so, now the question is HOW??? Time Allotment: 30 seconds Materials: None Facilitator’s Notes: This slide transitions from the “what” and “why” self-determination is important to the “how” can we teach self-determination to students.

Approaches for Promoting SD in Students 1. Student-driven IEP and transition planning. Making sure the student attends and is PREPARED for participating in their IEP meetings Important step in transferring decision-making power to students Teaching students about the IEP and its use in guiding their future Remember that ALL students are capable of participating Career Leisure Residential Time Allotment: 1 minute Materials: None Facilitator’s Notes: “Generally teachers are taking the first step and inviting students, but typically the student is a passive participant and is not integral to the development of the plan. Teachers need to take it further and develop the plan with the students AHEAD of time and facilitate them leading the meeting. Examples of this could look like: students starting the meeting, reading through the document, discussing progress, asking for feedback and reviewing new goals. It may look like students starting the meeting, reviewing strengths, interests, and reviewing goals. It could also look like students starting the meeting and reviewing goals. Students of all ability levels can participate with the right amount of pre-meeting instruction and meeting facilitation from the teacher.” It may be helpful to refer back to the self-determination components listed on slides 10 and 11 and see how student-led IEPs incorporates almost every component. For example: self-awareness (discussing strengths, limitations, interests), goal-setting (discussing new goals), self-regulation (discussing a self-monitoring strategy that was/will be used for a goal), self-advocacy (discussing needed accommodations).

Approaches for Promoting SD in Students 2. Directly teaching skills or enhancing knowledge 3. Embedding instruction into the general curriculum For example, including goals for writing (goal-setting) into writing class 4. Person-centered Planning Time Allotment: 1 minute Materials: None Facilitator’s Notes: 2. Direct instruction of skills: (e.g., having a “problem of the day” as a writing warm-up, teaching what goals are and how to set them) 3. Embedding instruction: refer back to examples of components in reading class. An additional instructional strategy could be the Self-Directed Learning Model of Instruction which teaches goal setting within the context of a general education class. 4. Person-centered planning: typically used for students with more complex needs and consists of meeting with team of people around a person (could include family and friends) and starts with big picture of dreams for post-school and works backwards (not unlike an IEP) information at this meeting can be used to develop an IEP.

Published Research-based Curricula in SD Time Allotment: less than 1 minute Materials: None Facilitator’s Notes: “A few examples of research-based curricula to directly teach self-determination skills will be presented. Please remember NSTTAC does not endorse any of these products. There are more curricula available.” All but NEXT STEP has links to the internet (under the last heading “for further information”, if you have access, you may want to click on the link and show the audience the website).

Next S.T.E.P. (Student Transition & Educational Planning) Population: All levels of disability Ages 14 through 21 Purpose: Helps students learn how to take charge of their own transition planning process Helps students assume responsibility for important life decisions with support from teachers and parents Materials: 16 lessons with fully developed lesson plans Time Allotment: 1 minute Materials: Optional to show: Next S.T.E.P curricula Facilitator’s Notes: “Next STEP is an evidence-based curriculum for all students with disabilities between the ages of 14 and 21. NEXT S.T.E.P. is a curriculum that teaches high school students how to begin planning for their lives after they leave school. "S.T.E.P." is an acronym for "Student Transition and Educational Planning.“ It teaches student: How to… become motivated to engage in transition planning. do self-evaluation of important skills that will make the transition go well. choose goals in four important areas including: Personal Life, Jobs, Education, and Living On Your Own. take a leadership role in their own personal transition planning meeting. follow through on choices and keep track of progress on their goals. The NEXT S.T.E.P. curriculum includes: a detailed Instructor's manual entertaining and instructive video vignettes guidelines for involving parents, family members, and other support persons in the student's transition planning process. program information brochures briefly describing the NEXT S.T.E.P. curriculum. Teachers Talking to Teachers, a manual of teacher recommendations concerning how to use the curriculum. CONTINUED ON NEXT SLIDE

Next S.T.E.P. , continued (Student Transition & Educational Planning) Content: Unit 1: Getting to Know Myself Unit 2: Self-Evaluation Unit 3: Setting and Achieving Goals Unit 4: Sharing Your Goals and Accomplishments For further information: Available through ProEd $203.00 Time Allotment: 1 minute Materials: Optional to show: Next S.T.E.P curricula Facilitator’s Notes: “The NEXT S.T.E.P. curriculum contains 16 fully developed lessons and is organized into four major sections: Introductory material explaining the concepts underlying transition planning along with beginning efforts in self-exploration. Student self-evaluation. Student involvement in setting and achieving goals. Students sharing their goals and accomplishments at a culminating event. As students work through the lessons, the goal is for students to become increasingly responsible for developing and implementing their own transition plans.”

ChoiceMaker Population: Purpose: Content: Students with mild to moderate disabilities Grades six through adult Purpose: Designed to teach students self-determination skills to be successful in adult life Content: Includes 3 Strands: Choosing Goals Expressing Goals Taking Action Addresses 4 transition areas: Education/training Employment Independent Living Recreation and Leisure Time Allotment: 1 minute Materials: Optional to show: ChoiceMaker curriculum Facilitator’s Notes: “ChoiceMaker is an evidence-based curriculum for students with mild to moderate disabilities. ChoiceMaker lessons provide the methodology and materials to teach the goals and objectives of the ChoiceMaker Self-Determination Curriculum. The modules include choosing education, employment, personal, daily living, housing, and community goals, the Self-Directed IEP, and Take Action. The lessons are designed to be infused into existing school coursework and programs. Because the Choosing Goals and Taking Action modules can be used with a variety of content, they can be used in either general education or special education classrooms. The Self-Directed IEP module is designed for use with students receiving special education services.”

ChoiceMaker, continued For more information: Publisher: Sopris West www.sopriswest.com $396.49 – can purchase in components $124.95 Time Allotment: Less than 1 minute Materials: Optional to show: ChoiceMaker curriculum Facilitator’s Notes: “ChoiceMaker can be taught with all three components (i.e., choosing goals, expressing goals, taking action) or in isolation. Each component can be purchased separately or the entire curriculum is offered at a discounted price from Sopris West.”

ChoiceMaker Curriculum & Lessons Strands Goals Modules Choosing Goals Student interests Student skills and limits Student goals Choosing education goals Choosing employment goals Choosing personal goals Choosing daily living, housing, and community goals Expressing Goals Student leading meeting Student reporting Self-directed IEP Taking Action Student plan Student action Student evaluation Student adjustment Take Action Time Allotment: Less than 1 minute Materials: None Facilitator’s Notes: “This table includes the strands, goals and modules that are included in the ChoiceMaker Curriculum. You can see that leading an IEP meeting is only a part of the ChoiceMaker curriculum (this specific part of the curriculum will be discussed later) As mentioned earlier, the sections can be used as stand alone units or all together.

Whose Future Is It Anyway Whose Future Is It Anyway? A Student-Directed Transition Planning Process Purpose: Prepare students for their IEP meetings and gain self-determination skills Population: students with mild to moderate cognitive disabilities Materials: Coach's Guide outlines lessons how to teach lessons the roles of the students and teachers expected outcomes Time Allotment: 1 minute Materials: Optional to show: Whose Future is it Anyway curriculum Facilitator’s Notes: “Whose Future Is It Anyway? Is an evidence-based curriculum for students with mild, moderate, and significant cognitive disabilities. The curriculum emphasizes student preferences, needs, and interests. It provides opportunities for students with disabilities to explore issues of self-awareness and acquire problem-solving, decision-making, goal-setting, and small-group communication skills. The outcome of this process is that students learn how to be meaningfully involved in their transition planning process. It includes 6 sections (as presented on next slide) and each section has a different subject that teaches students to take control of the transition planning process and lead IEP meetings. It includes a coach’s guide that outlines each lesson, how to teach each lesson, and roles students and teachers play.” CONTINUED ON NEXT SLIDE

Whose Future Is It Anyway?, continued Content: Section 1: Getting to know you Section 2: Making Decisions Section 3: How to Get What You Need Section 4: Goals, Objectives and the Future Section 5: Communicating Section 6: Thank You, Honorable Chairperson For Further Information: www.education.ou.edu/zarrow Free…did you hear that??? FREE!!!! Time Allotment: 1 minute Materials: Optional to show: Whose Future is it Anyway? curriculum Facilitator’s Notes: “Here is a break down of the content within each section. Feel free to visit the Zarrow Center website link above for more information. Most importantly, there are some FREE resources.”

My Future My Plan Population: for students and families Purpose: to help facilitate planning during the early transition stages Materials: Video and video discussion guide Planning and resource book for students Guide to the book for family members and teachers Time Allotment: 1 minute Materials: Optional to show: My Future My Plan curriculum Facilitator’s Notes: “My Future My Plan is a curriculum designed to motivate and guide students with disabilities and their families as they begin early transition planning for life after high school. It promotes positive attitudes and self-advocacy, and assists students, parents, and professionals to make the transition planning process more effective. The curriculum package – which may be used in home, school, and community settings – includes a videotape and discussion guide, a workbook for students, and a guide for family members and teachers. All materials are available in English and Spanish.”

My Future My Plan, continued Content: Self-advocacy Legal rights IEP and transition team Career options For further Information: Publisher: State of the Art http://store.nea.org/NEABookstore/control/ productdetails?item_id=202860S $44.95 (non-NEA members); $39.95 (NEA members) Time Allotment: 1 minute Materials: Optional to show: My Future My Plan curriculum Facilitator’s Notes: To preview My Future My Plan materials, visit http://www.stateart.com/works.php?workId=47&i=2.

Time Allotment: Less than 1 minute Materials: None Facilitator’s Notes: “This informative presentation was provided to you by NSTTAC. It is strictly meant to be an overview of secondary transition curricula for students with disabilities. Please note that NSTTAC only described a few curricula. There are other transition related curricula for students with disabilities available. And just a reminder, NSTTAC is not endorsing any programs or products that are sold for profit and described in this presentation.”

Evidence-based Practices in SD www.nsttac.org Time Allotment: 1 minute Materials: Internet (if possible), but directions for no access is provided under internet directions Facilitator’s Notes: “The NSTTAC website provides the research base and research to practice lesson plans for published studies. You may want to link directly to the website (if you have internet access) and show them how to navigate to the lesson plans.” If not, you can just progress through the slides and follow the directions under the directions for the internet. If using the internet: Go to www.nsttac.org Click on “evidence based practices” under the NSTTAC logo (this screen is the snapshot in the slide) Click on “Student-Focused Planning” You will see three choices (all of them will be discussed): Involving Students in the IEP Process, Using the Self-Advocacy Strategy, Using the Self-Directed IEP Click on “Involving students in the IEP process” Advance to next slide in PPT If not using the internet: Explain that the practice description can be accessed through NSTTAC’s website.

IEP Development/Student Participation Strategies Involving Students in the IEP Process Involving students in the IEP process includes instruction on: Participating in IEP meetings Participating in transition planning Leading IEP meetings Self-determination skills Transition awareness Empowerment Time Allotment: 2 minutes Materials: Internet (if possible), but directions for no access is provided under internet directions Facilitator’s Notes: If using the internet: The first link is what you should have ended up on if you followed the steps in the previous slide) There is not a whole lot of information you want to discuss (it may be overwhelming), but be sure to point out who, what, how, where and the relation to standards and Indicator 13. The following slide will present information on the research to practice lesson plan starters. If not using the internet: Refer to the slide and explain that student involvement in the IEP includes the following instructional skills: (read skills)

IEP Development/Student Participation Strategies Involving Students in the IEP Process Research-to-Practice Lesson Plan Starters For using the Self-Directed IEP with students with cognitive disabilities http://www.nsttac.org/LessonPlanLibrary/1_and_8.pdf For using person centered planning to increase student and family involvement in the IEP process http://www.nsttac.org/LessonPlanLibrary/2_27_35.pdf For using the TAKE CHARGE: For the Future! curriculum http://www.nsttac.org/LessonPlanLibrary/3_29_33.pdf For using the Self-Advocacy Strategy http://www.nsttac.org/LessonPlanLibrary/1_and_8.pdf Time Allotment: 1 minute Materials: Internet (if possible), but directions for no access is provided under internet directions Facilitator’s Notes: If using the internet: This information is found on the practice description under: “Where is the best place to find out how to do this practice?” If not using the internet: This is exactly what people would see on the page under : “Where is the best place to find out how to do this practice?”

IEP Development/Student Participation Strategies Using the Self-Advocacy Strategy Uses “IPLAN” mnemonic Inventory your: Strengths Areas to improve or learn Goals Choices for learning or accommodations Provide your inventory information Listen and respond Ask questions Name your goals Time Allotment: 1 minute Materials: Internet (if possible), but directions for no access is provided below Facilitator’s Notes: If using the internet: Go back to the “Student Focused Planning” page (should be one back click) Click on “Using the Self-Advocacy Strategy” Again, reference the different sections, but focus on the “Where is the best place to find out how to do this practice?” (research to practice lesson plan starters) Go back to the current slide. Present the Self-Advocacy Strategy information: “In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps).” If not using the internet: In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps) If you would like more information, including how to obtain the curriculum and how to teach it in your class-go to the practice description for “Using the Self Advocacy Strategy” Lesson plans are on the next slide.

IEP Development/Student Participation Strategies Using the Self-Advocacy Strategy Research-to-Practice Lesson Plan Starters For using a computer-based version of the Self- Advocacy Strategy http://www.nsttac.org/LessonPlanLibrary/5.pdf For increasing student participation in their IEP meeting http://www.nsttac.org/LessonPlanLibrary/6.pdf For using the Self-Advocacy Strategy with adolescents in preparation for the IEP meeting http://www.nsttac.org/LessonPlanLibrary/4_7_ 37_41.pdf Time Allotment: 1 minute Materials: Internet (if possible), but directions for no access is provided below Facilitator’s Notes: If using the internet: This slide is the same information continued from the previous slide. If not using the internet: Take screenshots ahead of time OR Make copies of some of the research to practice lesson plan starters as handouts OR Simply state: “Here are the research-to-lesson plan starters for the Self-Advocacy Strategy”

IEP Development/Student Participation Strategies Using the Self-Directed IEP Self-Directed IEP is part of ChoiceMaker curriculum Involves 11 steps: State the purpose of the meeting Introduce everyone Review past goals and performance Ask for others’ feedback State your school and transition goals Ask questions if you don’t understand Time Allotment: 1 minute Materials: None Facilitator’s Notes: Read the steps of the Self-Directed IEP from the slide and stress the importance of the Self-Directed IEP being a part of the expressing goals part of the ChoiceMaker curriculum described earlier.

IEP Development/Student Participation Strategies Using the Self-directed IEP continued: Deal with differences of opinion State the support you will need Summarize your goals Close the meeting by thanking everyone Work on IEP goals all year Time Allotment: Less than 1 minute Materials: None Facilitator’s Notes: Continue reading the steps of the Self-Directed IEP from the slide.

IEP Development/Student Participation Strategies Using the Self-Directed IEP Research-to-Practice Lesson Plan Starters To teach the Self-Directed IEP to students with cognitive disabilities http://www.nsttac.org/LessonPlanLibrary/ 1_and_8.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: “Each lesson plan starter has been developed from actual research studies and are designed to provide teachers with a start for teaching specific concepts. Each lesson plan starter includes eight parts including the title, objective, setting, materials, content taught, teaching procedures, evaluation, and a reference to the research article from which the lesson plan was developed.” “NSTTAC offers a Research to Practice Lesson Plan Library housed at www.nsttac.org and is organized by Kohler’s Taxonomy (1996). A majority of the lesson plans are found under student focused planning and student development as both teach students specific skills using self-determination curricula or to teach skills related to independent living, functional academic skills, and employment skills. The one on this slide links to a lesson plan starter for teaching the Self-Directed IEP.”

Teaching Self-determination Skills Research-to-Practice Lesson Plan Starters For decision-making skills: http://www.nsttac.org/LessonPlanLibrary/18.pdf http://www.nsttac.org/LessonPlanLibrary/19.pdf http://www.nsttac.org/LessonPlanLibrary/10_22. pdf http://www.nsttac.org/LessonPlanLibrary/23.pdf http://www.nsttac.org/LessonPlanLibrary/30_34_ 38.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters. If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach decision-making skills.

Teaching Self-determination Skills (Under Student Development) Research-to-Practice Lesson Plan Starters For goal setting and attainment: http://www.nsttac.org/LessonPlanLibrary/17.pdf http://www.nsttac.org/LessonPlanLibrary/19.pdf http://www.nsttac.org/LessonPlanLibrary/26.pdf http://www.nsttac.org/LessonPlanLibrary/2_27_35. pdf http://www.nsttac.org/LessonPlanLibrary/25_28_3 6.pdf http://www.nsttac.org/LessonPlanLibrary/3_29_33. pdf http://www.nsttac.org/LessonPlanLibrary/30_34_3 8.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters. If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach goal setting and attainment.

Teaching Self-determination Skills (Under Student Development) Continued: Research-to-Practice Lesson Plan Starters For problem-solving skills: http://www.nsttac.org/LessonPlanLibrary/17.pdf http://www.nsttac.org/LessonPlanLibrary/40.pdf http://www.nsttac.org/LessonPlanLibrary/18.pdf http://www.nsttac.org/LessonPlanLibrary/19.pdf http://www.nsttac.org/LessonPlanLibrary/3_29_33 .pdf http://www.nsttac.org/LessonPlanLibrary/32.pdf http://www.nsttac.org/LessonPlanLibrary/30_34_3 8.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters. If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.

Teaching Self-determination Skills (Under Student Development) Research-to-Practice Lesson Plan Starters For self-awareness: http://www.nsttac.org/LessonPlanLibrary/17.pdf http://www.nsttac.org/LessonPlanLibrary/19.pdf http://www.nsttac.org/LessonPlanLibrary/2_27_3 5.pdf http://www.nsttac.org/LessonPlanLibrary/25_28_ 36.pdf http://www.nsttac.org/LessonPlanLibrary/4_7_37 _41.pdf http://www.nsttac.org/LessonPlanLibrary/30_34_ 38.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters. If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.

Teaching Self-determination Skills (Under Student Development) Continued: Research-to-Practice Lesson Plan Starters For self-advocacy: http://www.nsttac.org/LessonPlanLibrary/17.pdf http://www.nsttac.org/LessonPlanLibrary/19.pdf http://www.nsttac.org/LessonPlanLibrary/25_28 _36.pdf http://www.nsttac.org/LessonPlanLibrary/4_7_3 7_41.pdf http://www.nsttac.org/LessonPlanLibrary/30_34 _38.pdf Time Allotment: 1 minute Materials: Internet access Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them Facilitator’s Notes: If you have internet access, you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters. If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach self-advocacy skills.

David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu Contact Us David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu www.nsttac.org 704-687-8606 704-687-6327(TTY) 704-687-2916 (fax) Time Allotment: 1 minute Materials: None Facilitator’s Notes: If you have further questions about using this Presenter’s Guide, feel free to contact us by email or phone. Good luck with your presentation and future professional development activities. Please be sure to credit NSTTAC by leaving the logos on your PowerPoint, but add your contact information on this slide.