1. AGENDA 6:40 Reading discussion 7:00 Meet John Calhoun 8:00 Break 8:15 Self determination Defined Take Charge activity 9:00 Assignment info: Life maps 9:10 Reflection 9:15 Go home Today

2. Course map Self determination & self advocacy Person -centered planning Family systems theory Family empowerment Resource mapping Interagency cooperation learned through these UNITS Building reliable alliances with families Transition to post-secondary environments Teaching self determination Concepts: Person-centered planning methods We are here

3. A Reflection on Vulnerability 1.What did Judith Snow’s own perspective on disability offer to you? 2.Give examples of what she meant by “those who are wanted and those who are not”. 3.If you could make Judith’s views about the power of “language” your own, what would it be?

4. Meet John Calhoun

5. Promoting Self Determination Skills in IEP Planning 1.Why is self determination so important for adolescents and adults with disabilities? 2.What kinds of skills need to be taught to students for them to become self determined in their adult lives? 3.Describe a few teaching practices and curricula that support students to develop skills and attitudes needed for self-determination.

6. Self determination defined Wehmeyer (1996) "…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." Powers et al (1996) "self-directed action to achieve personally valued goals"

7. Self knowledge How might you teach students to know about themselves and their learning needs? Dreaming and goal setting How might you teach students to become active participants in the planning process? Taking action for yourself How might you teach students to make informed decisions about their futures?

8. Activity Pair up and choose one person to complete the “ My Lifeline” activity One shares, one records Debrief - what did you learn?

9. Life Map Assignment Here's your chance to envision your future or work together with a person with disabilities to visualize their future. You will need to: choose to do this yourself or select a person who will be experiencing a transition in the near future; create a map (poster-size) that depicts life now and 5 years from now. Short presentations of your life maps will occur the November 25 th class. If you present a life map representing another person, please take precautions to protect the identity and confidentiality of the person.

10. Writing prompt for class reflection Considering students you are currently working with, how might you promote self determination skills into IEP planning?