1. Embedding Self-Determination Activities in the Curriculum: Part I
October 16, 2016
3:30pm-5:00pm
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2. Research Behind SD and SWD
Motivation can be either self-determined or controlled (Othman & Leng, 2011)
Two most significant influences on self- determination are parents (Burns, 1982) and teachers (Burnett, 1997)
Teachers have a direct influence on a child’s feelings, inspirations, self-concept and attitudes and this influences their academic achievement
Support for autonomy by parents (Nooraini, 2004) and teachers (Nunez & Leon, 2015)
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3. Research Behind SD and SWD
Autonomy support by the teacher is a predictor of self-determination in students (Bieg, Backes & Mittag, 2011)
Cognitive disabilities do not preclude the development of self-determination (Wehmeyer et al., 2011)
Becoming more self-determined is a critical milestone for adolescent development (Wehmeyer et al., 2011)
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4. What Schools Need to Know
For students to acquire self-determination skills, they need instruction and safe settings in which to practice such skills. (Gradoudas, 2014)
Active participation in IEP meetings will not occur without instruction (Hughes et al., 2013)
The relationship between self-determination skills support an increased focus on the teaching of self- determination skills
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5. What Schools Need to Know
As increasing attention is given to college and career readiness for all students, schools should consider self-determination instruction alongside the academic curriculum and provide opportunities for students to exercise their self-determination skills (Erickson et al, 2015)
Students reported that participating in IEP/transition planning helped them be self- determined in college (Eddy, 2010)
Teaching students to direct their own learning is critical to self-determination
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6. 12 Components of SD Denney and Daviso (2012)
Goal setting and attainment
Self-observation, evaluation, and reinforcement skills
Self-instruction, self-regulation
Self-advocacy and leadership skills
Positive attributes of efficacy and outcome expectancy
Self-awareness, self-knowledge
Choice making
Decision making
Problem solving
Independence, risk taking, and safety skills
Internal locus of control
did not directly borrow Wehmeyer’s (1995) definition
of self-determination, however they included 12 specific components of selfdetermination that Wehmeyer’s (1998) prior work essentially foreshadowed. These
components are included in Table 2.
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7. What Does It Look Like? (Hong et. al., 2011)
Capacity to make decisions and take action on one’s future plans
Choices made based on free will without interference
Proactively solve problems
Taking responsibility for oneself/Self-confidence to act with responsibility
Directing one’s life
Knowing ones strengths and weaknesses (challenges)/Accurate self-assessment of strengths
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8. What Does It Look Like? Ability to be disciplined and solve problems
(Hong et. al., 2011)
Ability to be disciplined and solve problems
Engaging in self-reflection /self-evaluation
The ability to set your own goals and then accomplish them
Someone who has vision, short and long term goals, and a plan and the motivation to achieve these
The belief that achievements are under their control and they are willing to exert efforts to attain it
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9. Setting Up a Culture of Autonomy Support
Daily goal setting and evaluation of progress
Make choices and evaluate the outcomes
Student directed learning
Academic contract
Behavior contract
Selecting alternatives to the proposed structure
Sharing data and discussions to interpret
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10. From the Take Action Curriculum
Week, month, semester
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18. Self-Determination Learning Model of Instruction
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21. Modified Version
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24. Take Action
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25. Exceptional Children, v69 n4 p431-47 Sum 2003
Increasing Self-Determination: Teaching Students To Plan, Work, Evaluate, and Adjust.
Martin, James E.; Mithaug, Dennis E.; Cox, Phil; Peterson, Lori Y.; Van Dycke, Jamie L.; Cash, Mary E.
Exceptional Children, v69 n4 p Sum 2003
From: Increasing Self-Determination: Teaching Students To Plan, Work, Evaluate, and Adjust.
Martin, James E.; Mithaug, Dennis E.; Cox, Phil; Peterson, Lori Y.; Van Dycke, Jamie L.; Cash, Mary E.
Exceptional Children, v69 n4 p Sum 2003
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27. Choice-Maker Curriculum
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32. Check-a-Box Check-a-Row Chart-a-Point Check-out!
Whose Future is it Anyway?
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33. A closer look – Assistive Technology
According to the National Longitudinal Transition Study (NLTS2) :
Comparing postsecondary outcomes of students with high incidence disabilities who reported receiving assistive technology (AT) in high school to those who reported not receiving AT (study included 305,000+ students)
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34. Look a little further According to NLTS2
99.8% of the students who received AT graduated while only 79.6% of those who did not receive AT graduated.
80.9% of students who received AT attended a postsecondary institution while only 40.1% of students who did not receive AT attended a postsecondary institution.
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35. Look a little further According to NLTS2
80% of those who received AT had a paying job after high school while only 50.8% of those who did not receive AT had a paying job.
Only 7.8% of students with high-incidence disabilities reported receiving AT in high school.
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36. Assistive Technology What are the implications of the study?
How can we better collectively support students based on this information?
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37. Control Alt Achieve: 21 Chrome Extensions for Struggling Students and Special Needs
needs-extensions.html?m=1
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38. 12 Components of SD Denney and Daviso (2012)
Goal setting and attainment
Self-observation, evaluation, and reinforcement skills
Self-instruction, self-regulation
Self-advocacy and leadership skills
Positive attributes of efficacy and outcome expectancy
Self-awareness, self-knowledge
Choice making
Decision making
Problem solving
Independence, risk taking, and safety skills
Internal locus of control
did not directly borrow Wehmeyer’s (1995) definition
of self-determination, however they included 12 specific components of selfdetermination that Wehmeyer’s (1998) prior work essentially foreshadowed. These
components are included in Table 2.
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39. Contact Information
Elise James, Program Specialist ASPIRE Lead Georgia Department of Education Division of Special Education Services and Supports
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