1. EEX 6759 Transition Planning and Interdisciplinary Teaming for Students with Disabilities – Summer Personal Futures Planning & Self-Determination & Self Advocacy
July 16, 2011

2. Personal Futures Planning
Personal futures planning (PFP) is a process that supports goal setting and a problem solving process in the form of a collaborative team-based approach.
This type of planning or collaboration typically begins with a small group of people who get together and brainstorm to develop strategies for the success of a person with a disability.
From these strategies they take action to accomplish positive changes for the person with whom they are concerned, and to enlist necessary support individuals as needed to ensure the success of the targeted individual.

3. Personal Futures Planning
Team members may include: family, friends, school-based staff, service providers, district staff, etc.
Group determines time and location to meet
Facilitation by experienced personnel
Focus is on short and long term goals
Outcome should be the address of the individuals dreams for their future
The main focus PFP is on the skills, talents, and abilities of the person—never on what a person can not do

4. Personal Futures Planning
PFP is person-centered, and focuses on exactly what needs to be done to allow a person to meaningfully participate within their community.
There are three specific tools many people with and without disabilities have used to create and support a vision for their futures - they are: Circles of Support, Making Action Plans (MAPS), and a PATH (Planning Alternative Tomorrows with Hope).

5. Circle of Support (Friends)
To help facilitate relationship/friendship development
Focus is on the individual
Concept based on dropping a stone in the water and the ripple
4 Concentric circles: Intimacy, Friendship, Participation, and Exchange

6. Making Action Plans (MAPS)
Collaborative team planning process for the collection of relevant information and an action plan
Facilitated by 2 trained people – outcome is a colorful graphic or “map”
Core beliefs of the MAP process: all people should be included in their respective communities, supports will be necessary, real-world outcomes necessary

7. MAPS Problem-solving approach
Intended to provide useful, relevant information for an individual and their support team
Favors inclusive practices

8. Planning Alternative Tomorrows with Hope (PATH)
Specific guidelines for PATH process (time, key players, title)
Rules for the PATH process (your PATH, facilitators, graphics)
Central focus is the North Star
Eight steps in the PATH process
Specific materials required (large paper with graphic, markers, tape, pointer, FOOD!)
Establishment of a “Safe Place”

9. 8 Steps in the PATH Process:
1. Touching the Dream – the “North Star”
2. Sensing the Goal
3. Grounding the Now
4. Identifying people to Enroll
5. Recognizing ways to Build Strength
6. Charting action for the next few months
7. Planning the next month’s work
8. Committing to the First Step

10. “…both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals…”
(Ward 1988)

11. Field and Hoffman (1994) defined self-determination as “one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself”

12. Wehmeyer (1996) defined self-determination as “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”

13. Wehmeyer’s definition:
Individual acts autonomously
Behavior is self-regulated
Individuals act in a self-realizing manner
Individuals initiate and respond to events in a psychologically empowered manner

14. At the heart of the matter…
One must have control or demonstrate control of self to exhibit self-determination
The source of the word ‘determination’ in self determination is the philosophical doctrine of determinism.
The philosophical doctrine of determinism posits that actions are caused by events or natural laws that precede or are antecedent to the occurrence of an action

15. In a nutshell…
Self-Determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior.

16. Literature Review
Doll, Sands, Wehmeyer, and Palmer (1996) reviewed the literature reporting on the development of various component elements of self-determined behavior, and summarized the self-determination skills typically present at each of the four school ages.

17. Early Childhood Recognize & express preferences
Make choices based on restricted awareness of options

18. Provide opportunities to…
Make structured choice
Generate choices (-/+)
Give formative & constructive feedback on consequences of choices made in the recent past
Plan activities that are pending
Self-evaluate task performance (using a model)
Ask directive questions for comparison

19. Elementary Can identify solutions
Able to generalize solutions for future problems
More mature perspective-taking skills
How do I navigate barriers?

20. Provide opportunities to…
Choose from among several different strategies
Ask children to reconsider choices
Encourage children to “think aloud”
Have kids talk about how they learn
Have kids systematically evaluate their work
Help students set simple goals for themselves, and check to see whether they are reaching them

21. Elementary/MS Set personal goals spontaneously
Recognize course of action
Beginning to understand the effects of talent, luck, or chance on an outcome

22. Provide opportunities to…
Provide guidance in systematic analysis of decisions
Use same systematic structure to analyze past decisions
Students to commit to personal or academic goals
Systematically analyze adult perspectives
Use task evaluation in “safe” ways

23. Secondary Skills similar to adults Problem solving Goal orientation
Revision of plans
Assumption of control
Negotiation skills

24. Provide opportunities for…
Student’s to make important decisions
A vision of daily goals and accomplishments
Guidance in breaking student’s long-term goal into a number of short-term objectives
Assisting the student in realistically recognizing and accepting weakness in key skills
Assisting student’s in requesting academic & social supports from teachers

25. Student Involvement in IEPs
Understanding of IEP
Understanding the law
IEP leadership skills
Preparing for a transition IEP
Student implementation

26. Assessing Self-Determination
How to assess self-determination
Purpose of assessment
Who should conduct the assessment
Role of the student
Role of the teacher
Role of the parent

27. Instructional Practices that Promote Self-Determination
Demonstrate:
improved social interaction (working cooperatively)
Ability to make good choices
Ability to take turns
Improved self-direction
Beginning work on time
Demonstrate self- control
Effective oral communication
Maintain positive relationships

28. TEACHING NETWORKING SKILLS: PAVING A WAY TO JOBS AND CAREERS
This curriculum is designed for professionals working with school-to-work transition-age youth, however it has broad applicability to others with limited work experience. Its goal is to help job seekers become engaged in career and job exploration through Networking. The curriculum gives students opportunities to practice and put into use networking skills such as: identifying their own network, approaching people, talking about their skills and interests, learning about what employers look for, exploring careers and job options, and exhibiting good business etiquette. Activities vary to accommodate diverse learning styles, and trainers can select lessons that fit the needs of their groups. For more information go to

29. THINK-PLAN-DO ENCOURAGES SELF-DETERMINATION
The State of California Department of Developmental Services composed a guide that can be helpful for anyone with disabilities looking for leadership tips. The Think-Plan-Do guide presents a simple plan for participating in the direction of your future and establishing leadership goals. It includes tips on everything from decision making to managing money. For more information go to

30. THE BEST JOURNEY TO ADULT LIFE
The "Best Journey to Adult Life" is a model that represents the dynamic and ever-changing developmental process of a young person's life course, with the transition to adulthood depicted as an important 'journey'. Best Practice Guidelines for the transition to adulthood for youth with disabilities have been written using the words of youth, parents, community members, service providers, educators and researchers in Ontario, Canada. The Guidelines are organized into six main themes: Collaboration, Capacity-building, Navigation, Education, Information, and Research. For more information go to

31. SELF ADVOCACY TIPS FOR TEENS
Disability.gov has published a variety of self-advocacy resources for teens that help them begin to express their needs and wants by participating in their Individualized Education Program (IEP) meetings. These meetings assist teens in learning ways to talk about their disability to others, setting goals, and practicing other self-advocacy skills. To access the resources, go to

32. Self Determination
Virginia Department of Education's Self-Determination Project - I'm Determined is a project developed and sponsored by the Virginia Department of Education's Training and Technical Assistance Centers, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior beginning at the elementary level and continuing through the student's educational career. The empowered student knows how to set and achieve goals and has a greater understanding of personal strengths and how to get support for areas of need.