Presentation is loading. Please wait.

Presentation is loading. Please wait.

Jim Martin University of Oklahoma Zarrow Center

Similar presentations


Presentation on theme: "Jim Martin University of Oklahoma Zarrow Center"— Presentation transcript:

1 Jim Martin University of Oklahoma Zarrow Center
Self-Determination Jim Martin University of Oklahoma Zarrow Center

2

3 Traits Facilitating Post-High School Success
Introduce self to those near you Develop list of five or more traits that facilitate success What are these traits?

4 Napoleon Hill In the 1920 & 30’s was commissioned by Andrew Carnegie to determine why some became successful and other didn’t He interviewed the most successful people of his era across occupations and endeavors Formulated 17 Principle of Personal Achievement

5 A Few of Hill’s Concepts
Use Imagination to Create Future Vision Plan If the first plan doesn’t work, replace with a second, if it doesn’t work, replace with a third Mastermind Alliance Going the Extra Mile Pleasing Personality Personal Initiative Positive Mental Attitude Control Thoughts (Self-Discipline)

6 Charles Garfield Psychologist and Professor at University of California in San Francisco Wrote “Peak Performers: The New Heroes of American Business” Brings together findings from an 18 year investigation of high achievement in a number of fields

7 Garfield’s Nuggets Peak Performers believe they will attain their goals Peak Performers begin with a mission Engage in meaningful activity to achieve goal Self-evaluate performance Build team to help attain goal Correct course as needed Adapt to major changes while maintaining momentum

8 More of Garfield’s Nuggets
The most productive people tend to be students their entire lives as they believe they still have so much more to learn Having a passion for the mission is more important than ability Great accomplishments are always the result of imagination translated through words and action plans. The interaction between vision and action steps constitute a peak performer’s working life

9 Garfield’s Predictors of Success
Putting passion before expertise Drawing on the past Replay past achievement Examine failures to find what worked and what did not work Peak Performers implement innovative tactics to achieve goals Ignore busy work Always mentally rehearse actions

10 Application to Special Education

11 Results of Post-School Follow-Up Studies
Numerous post-school follow-up studies in1980’s found Unemployment Underemployment Lack of post-secondary education High drop-out rates What can we do better to improve post-school outcomes?

12 Major Impact on SPED Enhanced IDEA Transition Requirements
Research and demonstration projects produced focus on self-determination Several self-determination effort evolved based upon different theoretical philosophies and foundations Macro and Micro views of self-determination

13 Macro-Level SD • Right of people to determine their own destiny.
• Empowers groups of people to take control of their own affairs and direct their own futures (Donnelly 2003) • American Indian Self-Determination Act (Public Law )

14 Self-Determination & People with Disabilities
Right of people to determine their own destiny Adopted by disability rights advocates and people with disabilities to mean individuals with disabilities have control over their lives (Nirje, 1972)

15 Micro-Self-Determination
Application of self-determination ideas to the individual Two Broad Schools of thought Cognitive Psychology Self-Management and Success Literature

16 Cognitive Psychology & Self-Determination
The volitional actions of students who are self-determined enable them to be the primary causal agent in one’s life and to maintain or improve one’s quality of life Self-determined actions function to enable a person to be the causal agent in his or her life (Shogren, Wehmeyer, Palmer, Forber-Pratt, et al., in press)

17 Self-Determined People Will
Make choices and set goals based upon an understanding of their interests, skills, and limits Express their goals to help build support Establish a plan to attain their goal Evaluate their plan Adjust their goal or plan Martin & Huber Marshall, 1993

18 SD Makes A Difference Students who have higher levels of self-determination are more likely to have More positive adult outcomes Better in-school academic outcomes (Konrad, Fowler, Walker, Test, & Wood, 2007; Wehemyer & Schwartz, 1997)

19 IDEA Tells Us That . . . students learn self-determination and advocacy skills to maximize their empowerment and inclusion into mainstream society Federal Register / Vol. 64, No. 48 / Friday, March 12, 1999 / Rules and Regulations, p

20 Self-Determination Assessment Will Demonstrate Student Behaviors Associated with Self-Determination

21 Google Zarrow Center

22 Free Self-Determination Assessments with Ample Validity Evidence
ARC Self-Determination Scale AIR Self-Determination Scale Self-Determination Survey ( ChoiceMaker Assessment Only curriculum-referenced SD assessment

23 More Self-Determination Assessments with Ample Validity Evidence
Transition Assessment and Goal Generator On-line $3 for set of student, teacher, and parent assessments Field & Hoffman Self-Determination Assessment Battery $3.25 for student, $3.25 for parent/advisor

24 Sections Choosing Goals Education, Employment, and Personal Expressing Goals Self-Directed IEP Taking Action Goal Attainment

25 1. Began meeting by introducing everyone
Items Score 1. Began meeting by introducing everyone 2. Stated the purpose of the meeting 3. Reviewed past goals 4. Asked questions if didn’t understand 5. Dealt with differences in opinion 6. Stated needed support 7. Described postsecondary goals 8. Described annual transition goals

26

27 CM Curriculum Matrix

28 Express Goals Curriculum Matrix

29 Taking Action Curriculum Matrix

30 Your Turn Complete the ChoiceMaker Assessment
First, Rate Student’s Skill for first item Does the student DO this? To What Extent? Second, Rate Opportunity at School for first item Does your program provide structured time to teach and do you expect students to do this?

31 ChoiceMaker Curriculum
Choosing Goal Choosing Employment Goals Choosing Education Goals Choosing Personal Goals Expressing Goals Self-Directed IEP Take Action Take Action: Making Goals Happen

32 Questions


Download ppt "Jim Martin University of Oklahoma Zarrow Center"

Similar presentations


Ads by Google