Building Student Independence

Getting re-connected Would you rather …?

The Goal! The goal is active engagement in LEARNING and development of student independence.

Building on what we know and do already…

What is Self-determination? Self-Determination refers to the process of making things happen in one’s own life. Self-determined action involves the capacity, the needed supports, and the opportunity provided for making choices, setting, goals, solving problems, and making decisions. These choices and decisions may be related to where a person lives, whether the person has a job, and how the person spends leisure time.

Self determination is... The process of becoming self-determined can start early in life as families, caregivers, and teachers engage children and youth in active learning and capacity building over time. Self-determination is an active process that beyond individual abilities, often requires both family advocacy and self-advocacy, when appropriate, to support a desired quality of life over time.

Why is self-determination important? Young people with disabilities who have higher levels of self- determination are more likely to obtain postschool employment and experience success in their adult lives.

Self determination components Choice-making Decision-making Problem-solving Goal-setting and attainment Self-advocacy and leadership Self-management and self-regulation Self-awareness and self-knowledge

Choice Making (Waisman Center, 2009) Ability to demonstrate a preference when two or more options are available Enables students to exert and demonstrate some control over their environments

Decision-making Skills (Waisman Center, 2009) Ability to consider possible solutions and select the one that is best suited to one’s individual needs Helps students carefully weigh all possible options in order to reach a desired outcome

Problem-solving Skills (Waisman Center, 2009) Ability to effectively respond to and generate solutions for challenging situations that arise Allows for increased competence and independence; and to safely navigate different environments

Goal-setting & Attainment Skills (Waisman Center, 2009) Identifying an objective to achieve and developing a plan to reach that goal Helps students become more independent and proactive; creating smalls steps makes a goal accessible and achievable

Self-advocacy & Leadership Skills (Waisman Center, 2009) Knowing and standing up for one’s rights, communicating effectively and assertively Allows students to make changes in their lives and get the supports they need to be successful

Self-management & self-regulation skills (Waisman Center, 2009) Monitoring and evaluating one’s own behaviour, setting a schedule Develop a greater chance of experiencing positive outcomes now and later in life

Self-awareness & self-knowledge skills (Waisman Center, 2009) Identifying one’s own strengths and limitations and applying to enhance success Supports students to successful respond to everyday behaviour or situations, and to plan for the future

Strategies for Choice-making Skills Any grade Elementary Secondary Choosing materials for a project Activities during recess or break times When appropriate the time an activity is done What to eat for snack Choose from a list of extracurricular clubs based on their interests

Strategies for Decision-making Skills Any grade Elementary Secondary Use visuals to show options Discuss decisions for how to do an assignment and potential impacts Use literature to discuss a character’s decisions Discuss consequences of decisions (i.e.: losing privileges) Explore a career of their choosing Provide job shadow experiences before a student applies for jobs

Strategies for Problem-solving Skills Any grade Elementary Secondary Assess which strategies may be best to address a challenge Reflect on choices Use children’s literature to discuss a problem Brainstorm solutions to a problem Discuss difficult situations for youth Reflect on what happened the last time that same problem occurred

Strategies for Goal-setting & Attainment Skills Any grade Elementary Secondary Write out the process for achieving a goal Discuss what can be accomplished in a period of time Create a poster or chart with visuals Make a personal recording chart, including reinforcers Support students with IEPs goals to be involved Create a checklist for getting a specific job

Strategies for Self-advocacy & Leadership Skills Any grade Elementary Secondary Role play difference between aggressive and assertive Support students to be a mentor Role play scenarios related to bullying Teach team work or collaboration skills Encourage involvement in extracurricular clubs or organizations Teach about rights and responsibilities

Strategies for Self-management & Self-regulation Skills Any grade Elementary Secondary Manage own checklists (behaviour, homework, schedule) Teach how to recognize and monitor a range of emotions Draw 21 Study character traits Consider what makes a good friend and evaluate themselves Create a plan “to be better”

Self-determination Opportunities from Environments Engagement of a student’s sustained attention or an interaction can come with floor plans and spatial arrangements Choice and decision-making to interact with the environment, materials and people Control of space, materials, length of time in an activity support development of self regulation Displaying samples of the student’s work, art, photos contributes to a positive self concept

Self determination in school Think of a student. Complete chart. Discuss your ideas with a partner.

Think of a student Write a strength base description of a student you support. Complete the chart. Discuss with a different partner what you are learning about Building Student Independence?