EEX 6759 Transition Planning and Interdisciplinary Teaming for Students with Disabilities – Summer 2011 Personal Futures Planning & Self-Determination & Self Advocacy July 16, 2011

Personal Futures Planning Personal futures planning (PFP) is a process that supports goal setting and a problem solving process in the form of a collaborative team-based approach. This type of planning or collaboration typically begins with a small group of people who get together and brainstorm to develop strategies for the success of a person with a disability. From these strategies they take action to accomplish positive changes for the person with whom they are concerned, and to enlist necessary support individuals as needed to ensure the success of the targeted individual.

Personal Futures Planning Team members may include: family, friends, school-based staff, service providers, district staff, etc. Group determines time and location to meet Facilitation by experienced personnel Focus is on short and long term goals Outcome should be the address of the individuals dreams for their future The main focus PFP is on the skills, talents, and abilities of the person—never on what a person can not do

Personal Futures Planning PFP is person-centered, and focuses on exactly what needs to be done to allow a person to meaningfully participate within their community. There are three specific tools many people with and without disabilities have used to create and support a vision for their futures - they are: Circles of Support, Making Action Plans (MAPS), and a PATH (Planning Alternative Tomorrows with Hope).

Circle of Support (Friends) To help facilitate relationship/friendship development Focus is on the individual Concept based on dropping a stone in the water and the ripple 4 Concentric circles: Intimacy, Friendship, Participation, and Exchange

Making Action Plans (MAPS) Collaborative team planning process for the collection of relevant information and an action plan Facilitated by 2 trained people – outcome is a colorful graphic or “map” Core beliefs of the MAP process: all people should be included in their respective communities, supports will be necessary, real-world outcomes necessary

MAPS Problem-solving approach Intended to provide useful, relevant information for an individual and their support team Favors inclusive practices

Planning Alternative Tomorrows with Hope (PATH) Specific guidelines for PATH process (time, key players, title) Rules for the PATH process (your PATH, facilitators, graphics) Central focus is the North Star Eight steps in the PATH process Specific materials required (large paper with graphic, markers, tape, pointer, FOOD!) Establishment of a “Safe Place”

8 Steps in the PATH Process: 1. Touching the Dream – the “North Star” 2. Sensing the Goal 3. Grounding the Now 4. Identifying people to Enroll 5. Recognizing ways to Build Strength 6. Charting action for the next few months 7. Planning the next month’s work 8. Committing to the First Step

“…both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals…” (Ward 1988)

Field and Hoffman (1994) defined self-determination as “one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself”

Wehmeyer (1996) defined self-determination as “acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference”

Wehmeyer’s definition: Individual acts autonomously Behavior is self-regulated Individuals act in a self-realizing manner Individuals initiate and respond to events in a psychologically empowered manner

At the heart of the matter… One must have control or demonstrate control of self to exhibit self-determination The source of the word ‘determination’ in self determination is the philosophical doctrine of determinism. The philosophical doctrine of determinism posits that actions are caused by events or natural laws that precede or are antecedent to the occurrence of an action

In a nutshell… Self-Determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior.

Literature Review Doll, Sands, Wehmeyer, and Palmer (1996) reviewed the literature reporting on the development of various component elements of self-determined behavior, and summarized the self-determination skills typically present at each of the four school ages.

Early Childhood Recognize & express preferences Make choices based on restricted awareness of options

Provide opportunities to… Make structured choice Generate choices (-/+) Give formative & constructive feedback on consequences of choices made in the recent past Plan activities that are pending Self-evaluate task performance (using a model) Ask directive questions for comparison

Elementary Can identify solutions Able to generalize solutions for future problems More mature perspective-taking skills How do I navigate barriers?

Provide opportunities to… Choose from among several different strategies Ask children to reconsider choices Encourage children to “think aloud” Have kids talk about how they learn Have kids systematically evaluate their work Help students set simple goals for themselves, and check to see whether they are reaching them

Elementary/MS Set personal goals spontaneously Recognize course of action Beginning to understand the effects of talent, luck, or chance on an outcome

Provide opportunities to… Provide guidance in systematic analysis of decisions Use same systematic structure to analyze past decisions Students to commit to personal or academic goals Systematically analyze adult perspectives Use task evaluation in “safe” ways

Secondary Skills similar to adults Problem solving Goal orientation Revision of plans Assumption of control Negotiation skills

Provide opportunities for… Student’s to make important decisions A vision of daily goals and accomplishments Guidance in breaking student’s long-term goal into a number of short-term objectives Assisting the student in realistically recognizing and accepting weakness in key skills Assisting student’s in requesting academic & social supports from teachers

Student Involvement in IEPs Understanding of IEP Understanding the law IEP leadership skills Preparing for a transition IEP Student implementation

Assessing Self-Determination How to assess self-determination Purpose of assessment Who should conduct the assessment Role of the student Role of the teacher Role of the parent

Instructional Practices that Promote Self-Determination Demonstrate: improved social interaction (working cooperatively) Ability to make good choices Ability to take turns Improved self-direction Beginning work on time Demonstrate self- control Effective oral communication Maintain positive relationships

TEACHING NETWORKING SKILLS: PAVING A WAY TO JOBS AND CAREERS This curriculum is designed for professionals working with school-to-work transition-age youth, however it has broad applicability to others with limited work experience. Its goal is to help job seekers become engaged in career and job exploration through Networking. The curriculum gives students opportunities to practice and put into use networking skills such as: identifying their own network, approaching people, talking about their skills and interests, learning about what employers look for, exploring careers and job options, and exhibiting good business etiquette. Activities vary to accommodate diverse learning styles, and trainers can select lessons that fit the needs of their groups. For more information go to http://www.communityinclusion.org/article.php?article_id=251&type=topic&id=3

THINK-PLAN-DO ENCOURAGES SELF-DETERMINATION The State of California Department of Developmental Services composed a guide that can be helpful for anyone with disabilities looking for leadership tips. The Think-Plan-Do guide presents a simple plan for participating in the direction of your future and establishing leadership goals. It includes tips on everything from decision making to managing money. For more information go to http://www.dds.ca.gov/ConsumerCorner/ThinkPlanDo.cfm

THE BEST JOURNEY TO ADULT LIFE The "Best Journey to Adult Life" is a model that represents the dynamic and ever-changing developmental process of a young person's life course, with the transition to adulthood depicted as an important 'journey'. Best Practice Guidelines for the transition to adulthood for youth with disabilities have been written using the words of youth, parents, community members, service providers, educators and researchers in Ontario, Canada. The Guidelines are organized into six main themes: Collaboration, Capacity-building, Navigation, Education, Information, and Research. For more information go to http://ken.caphc.org/xwiki/bin/view/ContinuityandCoordinationofCare/The+Best+Journey+to+Adult+Life+For+Youth+with+Disabilities

SELF ADVOCACY TIPS FOR TEENS Disability.gov has published a variety of self-advocacy resources for teens that help them begin to express their needs and wants by participating in their Individualized Education Program (IEP) meetings. These meetings assist teens in learning ways to talk about their disability to others, setting goals, and practicing other self-advocacy skills. To access the resources, go to http://www.disability.gov/education/student_resources/self-advocacy

Self Determination Virginia Department of Education's Self-Determination Project - I'm Determined is a project developed and sponsored by the Virginia Department of Education's Training and Technical Assistance Centers, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior beginning at the elementary level and continuing through the student's educational career. The empowered student knows how to set and achieve goals and has a greater understanding of personal strengths and how to get support for areas of need. www.imdetermined.org http://r20.rs6.net/tn.jsp?et=1103003568266&s=1052&e=001T4_zRfGFf6l9ogIPQfLQlscPMd-rHG3Z-r3LpvHrEkiTQIN3MdcGt5oaNqP9RCAYCr7itXfJG5SZ08hJCOoPdFwVnaGN_H2gVtyzIYWdQPUsgMPoKQS7Gg