1. It Really Does Take a Village
Increasing postsecondary success through
self-determination development
Lori S. Hepburn, Ed.D
Jennifer Butcher, Ph.D
Johnny O’Connor, Ph.D.
Texas Council for Exceptional Children Conference
Austin, Texas
Friday, July 1, 2016

2. Learning Objectives
Participants will gain an understanding of self-determination
Participants will be provided ideas for developing self-determination skills both at school and at home.
Participants will brainstorm ideas for activities to practice self-determination skills development in multiple settings
Participants will be provided resources

3. Background
The majority of students with disabilities are not equipped with the skills they need to make the transition to postsecondary education (Gil, 2007).
Denney and Davisio (2012) and Carter, Owens, Trainor, Sun, and Sweeden (2009) remarked that students with self-determination skills have better outcomes and higher quality of life.
Chappel and Somers (2010) stressed that “self-determination is key to success in the adult world” (p. 122).

4. What is self-determination?

5. Self-determination
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, so individuals can take control of their lives and participate in society (Field, Martin, Miller, Ward, & Wehmeyer, 1998).

6. Self-determination Theory (Deci & Ryan, 1985)
Competence
The need to feel effective
Relatedness
The need to feel connected to others
Autonomy
The need to follow their own interests and values
Self-determined

7. Who is responsible for teaching these skills to our students?

8. EVERYONE!!

9. Lots of Questions When do we start?
Can we just wait until we start transition planning?
How do we teach these skills?
How can we focus on teaching self-determination when we have all of this curriculum to cover?

10. Teaching Self-determination Skills at School

11. Teaching Self-determination Skills at School
Choice: provide students the opportunity to make choices in their learning
Goals: teach students to set goals
Strengths and weaknesses: some students only see their weaknesses. We need to help them find their strengths.
Likes and dislikes: Students need to be able to communicate their likes and dislikes, particularly in how they learn.
Social activities: Provide students opportunities to socialize, even when it is difficult.

12. Teaching Self-determination Skills at Home

13. Just say NO to the bubble

14. Teaching Self-determination Skills at Home
Choice: Provide children with opportunities to make choices
Social activities: Children need opportunities to socialize, even when it is difficult. The more opportunities, the better it gets.
Independent living skills: Children need to learn independent living skills such as household chores, driving, etc.
Support interests: Children need to know that their interests are important and valued.
Goal setting: Provide opportunities to set goals.

15. Teaching Self-determination Skills in the Community

16. Self-determination Skills in the Community
Choice: Provide children with the opportunity to make choices.
Support interests: Children need to know that their interests are important and valued.
Social activities: Children need opportunities to socialize, even when it is difficult. The more opportunities, the better it gets.
Community support groups: Children and parents need to have opportunities to meet with like-minded individuals who may be sharing the same experiences.
Independent skills: Children need to learn developmentally appropriate independent skills.
Travel skills: Children need to be able to navigate their community.

17. Activities
Time to brainstorm

18. www.imdetermined.org Aged 10-12 Describe and know your disability
Identify what your needs/fears are in school and the community
Explain who helps you in school and the community
Know what an IEP meeting is and participate in your meeting.
Aged 12-14
Evaluate how your disability impacts your daily life
Describe what accommodations you use
Explain how your accommodations help you
Provide information at your IEP meeting regarding how you learn best, your likes, dislikes, dreams

19. www.imdetermined.org continued
Aged 14-15
Participate in assessments and understand how the results relate to your transition plan
Become an active member of your IEP - Student led IEP
Identify and begin coordination of supports / create a circle of support
Appropriately express wants and needs
Aged 15-16
Continue to involvement in assessment process - state how these results relate to your postsecondary goals
Describe issues related to self-disclosure (when, what, how)
Continue leading IEP - include in IEP issues related to AT, HEalth Care, and Transportation
Define self-success

20. www.imdetermined.org continued
Aged 16-17
Realize and understand barriers and solutions
Independently discuss with high school staff needed accommodations and supports
Understand adult rights and responsibilities
Continue leading IEP Meeting provide direct input into the development of your IEP goals
Aged 18-21
Direct personal assistance services
Understand and use cause and effect strategies
Consider others’ points of view
Further develop self-advocacy skills as they relate to your postsecondary goals
Assume adult rights and responsibilities

21. Questions?

22. References
Chappel, S. L., & Somers, B. C. (2010). Employing persons with autism spectrum disorders: A collaborative effort. Journal of Vocational Rehabilitation, 32(2), doi: /JVR Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Denney, S. C., & Daviso, A. W. (2012). Self-determination: A critical component of education. American Secondary Education, 40(2), Field, S. S., Martin, J. E., Miller, R. J., Ward, M., & Wehmeyer, M. L. (1998). Self- determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, Gil, L. A. (2007). Bridging the transition gap from high school to college. Teaching Exceptional Children, 40(2),

23. Contact information
Lori S. Hepburn, Ed.D. – Jennifer Butcher, Ph.D. – Johnny O’Connor, Ph.D. –