1. Self-Determination Introduction for parents and caregivers
Presented by: Alice L. Rhodes, M.ED.
With content credit to

2. Pre- and post questions for participants
Self-determination is
a program my child can enroll in.
a type of accommodation for my child.
a process whereby my child learns to take greater control of his/her life.
True or False: Many students participate meaningfully in their IEP meetings.
When my child graduates high school,
he or she will carry their IEP to college or to the workplace for continued services.
he or she will have to attend college or another educational/training setting in order to receive IEP services.
he or she will no longer receive IEP services.
he or she must live at home to receive IEP services.

3. What is Self-Determination?
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, 1996)
This is one of the more widely accepted definitions of self-determination from one of the leading experts in the field. There are many of definitions from others that we many use instead. One example: “The ability to identify and achieve goals based on a foundation of know and valuing oneself.” (Field & Hoffman, 1994). The origins of the concept of self-determination began in the 1960’s as part of a reaction to the medical model which views disabilities as an “illness” which requires the treatment of certified experts and expects the “patient/client” to assume the role of one who is sick. The principles of self-determination are in direct conflict to the principles of the medical model.

4. Self-Determination…
Refers to both the right and the capacity of individuals to exert control over and direct their lives
(Wehmeyer, 2004)
People often speak about self-determination like it’s a “thing” that someone acquires suddenly. Self-determination is a process, and for many, a learned way of behavior that leads to increased independent decision-making and goal setting. All of us want to be able to make decisions in our lives without undue pressure or influences.

5. To your child, self-determination means…
Knowing and believing in herself
Knowing what she wants her future to look like and how to plan for that future
Knowing the supports she will need to have control of her life
Video: Students are asked…what does self-determination mean to you?

6. Core Components (combination of skills, knowledge & beliefs)
Choice-making
Decision-making
Problem-solving
Goal-setting & attainment
Internal locus of control
Positive attributes of efficacy and outcomes expectancy
Self-Observation
Self-Evaluation
Self-Reinforcement
Self-Instruction
Self-Advocacy & Leadership
Self-Awareness
Self-Knowledge
Stress the fact that self-determination is not just one skills but instead a combination of many components or skills. We need to focus on developing all of these skills in order to help students lead self-determined lives. Also stress that we cannot operate on the “readiness theory”—or think that we have to wait until a person has one skills before trying another or that a student must be 100% “component” in an area. Students learn through practice.
Possible Activity: working with the person sitting next to you define each of the terms listed on the slide. Afterwards, provide definitions for the group and have the participants brainstorm at least 2 ways we can encourage at least 4 of these individual core components.
Another possible activity: Have the participants brainstorm the skills listed on the slide that are required to accomplish a task such as obtaining an driver’s permit, having a job interview, finding a place to live.

7. Did you know…
Students who incorporated self-determination goals into their IEP’s and transition plans were more likely to earn higher incomes one year after graduation.
Incorporating choice-making opportunities into behavior support plans improves behavior outcomes.
Instruction in problem-solving skills can lead to improved employment outcomes
What is a self-determination goal? Could be for your son or daughter to understand their disability and how it affects their learning. It could also be a series of goals relating to self-advocacy, or the ability to clearly indicate preferences. It could also be a goal with the measurable outcome of employment one year after graduation.
(Wehmeyer, 2004; Shogren, Faggella-Luby, Bae & Wehmeyer, 2004; O’Reilly, Lancioni & O’Kane, 2000)

8. What can YOU do to encourage self-determined behavior in your child?
Encourage your child to make choices about everyday activities.
Encourage your child to set priorities.
Help your child identify their interests, preferences and strengths.
Educate yourself and your child about rights.
Choice is imperative to self-awareness and self-advocacy; kids should be making choices at school and at home. Help your child determine the things they like, and those they don’t; when a chore is resisted, help them learn to resolve the conflict: if I wash the dishes right now, can I use the computer this evening before bed? The more your child knows about their preferences and strenghts, the

9. What can YOU do to encourage self-determined behavior in your child?
Talk to your child about the process of goal setting including barriers that might be encountered.
Help your child understand the concept of accommodations and how they can help or hinder educational and career goals.
Accommodations can be very helpful, but can also hold a child back from progress. Help your child think through the things that help him best; reading tests might not be necessary in all classes and at all grade levels.

10. Your child will need self-determination skills…
To advocate for their rights and needs.
To be able to explain to others what they need to be successful on the job, in college or training environments, and when living independently.
Think of how an inability to express their needs, preferences, and challenges will hinder your child from success on the job or in an education/training setting.

11. Your child’s involvement in the IEP
Builds self-advocacy skills and self-esteem
Gives your child some control over their education
Builds important social and conversational skills;
Teaches the processes of decision-making, goal setting and achievement
Student voice in the IEP is a big focus of the Self-Determination project, and it’s why we are here tonight. The IEP is all about your child; they are NEVER too young to participate and start the path to an increased role in its development and implementation. When you child participates, you can see a marked increase in many important skill areas you child will need throughout life.

12. What do we know about IEP meetings?
Many students do not attend
Those who do, do not participate in a meaningful way
Many students do not know:
-their goals
-their accommodations
-their rights
Many students do not understand their disability; many do not know they have a disability.
Source: I’m Determined, Virginia’s Self-determination Project
Why get involved in the IEP? For many years, in many schools, the IEP meeting – which is all about the student – did not include the student in any meaningful way. Though this was the traditional way of conducting the meeting, it’s not necessarily the best or most appropriate for the student.

13. Some ways your child can participate in their IEP meeting
Create invitations
Write thank-you notes to attendees
Introduce family members
Photocopy materials for the meeting
Create PowerPoint presentations
Here are some ways that kids of all ages have been taking part in their IEP preparation and meetings, beginning with some very simple things that elementary students can handle. Feedback from pilot projects indicates students of all ages are benefiting from participation; they gain confidence, self-awareness and self-advocacy skills.

14. Some ways your child can participate in their IEP meeting
Provide work samples
Create an “It’s All About Me” notebook or folder
Make a list of their strengths and weaknesses
Help write the PLoP
Present their transition plan
Pass out the IEP-at-a-Glance to their teachers and explain their classroom needs
Elementary students have been creating “All About Me” folders; these folders will follow them to middle school, where the information will be used to help transition. New folders and notebooks created in middle school will follow to high school, where again, the information will help with transition. High School students create a “I’m Determined” notebook that contains test scores, IEP’s, work samples, accommodations, transition plans, etc. This is the STUDENT’s notebook; they take ownership, and they can look up necessary information, such as SOL scores.

15. When your child feels some control…
When students take charge of their learning, the responsibility shifts from teacher/parent to student.
When students participate in IEP goal setting, they have a vested interest in achieving those goals.
Inappropriate behaviors may decrease as students feel empowered to chart their own course.
Inappropriate behaviors would be those associated with the loss of control or frustration. For example, students who do not like the accommodation of having tests read might resist leaving the classroom for testing, or suddenly become “sick” at testing time.

16. One Pager

17. Setting Goals

18. Good Day Plan

19. Resources and Links http://www.imdetermined.org/
(a student guide to the IEP)
(resources for student-led IEP’s)

20. References
Agran, M. (2006). Self-determination: Achieving a say-do correspondence. Tash Connections, May/June, Lee, S.H., Palmer, S., Turnbull, A., & Wehmeyer, M. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. Teaching Exceptional Children, 38 (3), Wehmeyer, M. (2004). Self-determination and the empowerment of people with disabilities. American Rehabilitation, Autumn, Wehmeyer, M. (2007). Self-determination: Instructional and Assessment Strategies Corwin Press. Wood, W., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36 (3), 8-16.