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http://www.citywithoutorphans.com/workshops

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Evers, T. (n.d.). Opening Doors to Self-Determination Skills. Wisconsin Department of Public Instruction. Retrieved March 20, 2023, from https://dpi.wi.gov/sites/default/files/imce/sped/pdf/tranopndrs-self-determination.pdf

Landing / homepage - self-determination. (n.d.). Retrieved March 20, 2023, from https://selfdetermination.ku.edu/wp-content/uploads/2019/05/Teachers-Guide-2019-Updated-Logos.pdf

101a - self-determination (TLI 2021). CDE. (n.d.). Retrieved March 20, 2023, from https://www.cde.state.co.us/cdesped/tli-101a

Seis.org  SEIS - Search Goal Banks

“Should Students Attend Their IEP Meeting?”. (2017). CHADD. Retrieved from https://chadd.org/adhd-weekly/should-students-attend-their-iep-meeting/

Friend, M. & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.). Boston, MA: Pearson. Edition: 8th

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General and Special Education teachers: both teachers and school professionals across a variety of academic (e.g., English, Math) & non academic (e.g., social, behavioral, transitional planning) areas enable students to become more effective at initiating and self-regulating their actions toward self-selected goals.

Psychologist, social worker, speech language pathologist, & other services personnel: work closely with outside agencies who can assist the students.

Paraeducators: Encourage and motivate students by providing assistance to work towards their goals.

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MBTI | Personality Types  Personality Types | 16Personalities
The Career Explorer | Career Matching  Career Test | The World's Most Powerful Career Test – CareerExplorer
The Assessment.com | Career Matching Assessment.com - Home of the MAPP Assessment - Assessment.com
RIASEC Career Interest Inventory | Career Matching RIASEC Test for Career-Personality Matching (thecareerproject.org)
Truity | Personality Types and Career Matching  Free Personality Tests and Career Assessments | Truity

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Mentor other students with IEPs

Keep copies of IEP

Exit portfolio

Finalize plans for independent living.

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Know yourself & Your environment:

By the 12th grade students will have an idea of two or three jobs they may like to do after high school.  Taking a career interest inventory can help.
RI.11–12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Value yourself:

By 12th grade students will be able to write a resume and cover letter describing themselves and their strengths.
W.11–12.2b  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Plan:

By 12th grade students will prepare and practice for job interviews.
SL.11–12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Act:

By 12th grade students will find two jobs on job sites that they would like to apply for after they graduate.
RI.11–12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Experience outcomes & learn:

By 12th grade students will research the costs of rents in their community and create a budget based on jobs they found.
HSS-Poe.12.4.3  Discuss wage differences among jobs and professions, using laws of demand and productivity.

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Invite People to IEP

Share Goals with IEP

Attend IEP

Check graduation track

Research Independent living plans

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Know About assistive Technology

Participate in IEP

College/Training awareness

“Expert” about Themselves

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Know yourself & Your environment:

By 10th grade, students will be able to identify areas of strength and weaknesses. This can be done via grades or IEP data.
CCSS.ELA-LITERACY.PI.9-10.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

Value yourself:

By 10th grade students will value their strengths and be able to pick out specific hobbies/work opportunities. Activity would be creating a online advertisement for their chosen opportunity.
CCSS.ELA-LITERACY.PI.10.2 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

Plan:

By 10th grade students will be able to plan their own individual opportunities from their advertisement by researching those opportunities in their community.
CCSS.ELA-LITERACY.PI.10.11 Justifying own arguments and evaluating others' arguments in writing

Act:

By 10th grade students will be able to create a professional email that will convey their desires to learn more about the opportunities they have been researching.
CCSS.ELA-LITERACY.PI.10.12 Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Experience outcomes & learn:

By 10th grade students will be able to create a slideshow presentation and orally present their findings from the years activities.
CCSS.ELA-LITERACY.PI.10.9 Expressing information and ideas in formal oral presentations on academic topics.

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Be able to describe disability & needs.

Keep track of grades

Share future goals

Volunteer/Job opportunities

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AT(assistive technology) for kids with LD (learning disabilities) is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual’s specific learning deficits. AT doesn’t cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty.

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Self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults.

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Ohio Department of Developmental Disabilities

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“Anything can happen if you are willing to put in the work and remain open to the possibility. Dreams are realized by effort, self-determination, passion, and staying connected to that sense of who you are”

Michael Jordan

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Know yourself & your environment:

By the 11th grade students  will independently identify and locate key information on charts and maps of the community on 3 out of 4 trials as measured by data tracking and teacher observation.
RI.11–12.5analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA

Value yourself

By 11th grade students will participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.
SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Plan

By 11th grade students will develop and organize material that encompasses their IEP goals.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Act

By 11th grade students will produce a digital slideshow for their annual IEP goals
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Experience outcomes & Learn

By 11th grade student will Co-lead annual review and help develop IEP goals.

W.11–12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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https://k12engagement.unl.edu/Academic%20Self-Determination%20Strategy%20Sheet.pdf

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Know yourself and the environment:
By 9th grade, students will be able to keep a planner and stay organized when given specific assignments.  This can include changing the layout of the classroom agenda and homework to work for their individual needs.
CCSS.ELA-LITERACY.PI.9-10.4 Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Value yourself:

By 9th grade students should see value in their work. This can include creating a web of individual goals and seeing it's purpose and worth
CCSS.ELA-LITERACY.PI.9-10.2 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

Plan:
By 9th grade students should be able to plan specific goals that align with their given classes and interests. This can include individuals creating a vision board of future opportunities.
CCSS.ELA-LITERACY.PI.9-10.11 Justifying own arguments and evaluating others' arguments in writing

Act:
By 9th grade students should use a sentence structure. Write a goal that promotes your growth in individual interest outside of school.
CCSS.ELA-LITERACY.Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Experience and Outcomes:
Express your individual interest and hobbies in terms of a profession giving examples of successful people in the community. CCSS.ELA-LITERACY.PI.9-10.8 Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

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Graphic Organizer/Daily Planner - paper or digital

Text to Speech/Speech to Text

Timer

Calculator

Subtitles for videos

Goal tracking software

Tablet

Laptop

Microphone

Digital Teacher Notes/outlines

Assistive Website/learning programs: IXL, Lexia, APEX

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IEP meetings led by students help them develop and practice important life skills such as…

1. Goal-setting and team work

2. How to ask for and accept help from others

3. Understanding their strengths, needs and concerns

4. How to negotiate and resolve differences with others

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Self-Determination Skills

Choice Making

Decision Making

Problem Solving

Goal Setting

Self-Regulation

Self-Advocacy

Self-Awareness

Self-Efficacy

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Self-advocacy

Knowledge

Communication

Collaboration

Self-care

Self-evaluation

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Disabled Student Programs and Services/ California Community Colleges Disabled Student Programs and Services (DSPS) | California Community Colleges Chancellor's Office (cccco.edu)  916 445-8752

California Department of Rehabilitation CA Department of Rehabilitation  916 324-1313

California Children’s Services California Children's Services 888 452-8609  MMCDOmbudsmanOffice@dhcs.ca.gov

Childcare.gov Home | Childcare.gov  202 690-6782  Childcare.gov@acf.hhs.gov

Social Security Administration Disability Benefits | SSA 800 772-1213

California Regional Centers https://www.dds.ca.gov/rc/listings/

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https://www.workforce-connection.com/

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NOW RECRUITING FOR: General Assembler Warehouse Worker Welder Shipper/Carpenter CNC/Manual Machinist FIND OUT IF YOU QUALIFY. LOG ON TO: WWW.JOBSFRESNO.COM Workforce Connection One-Stop Centers is the place that brings everything together! Our diverse menu of services are designed to connect you with job search, assistance with writing your résumé, retraining for a new position and/or referrals to partnering agencies and community resources throughout Fresno County.

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https://unitedspinal.org/category/ablethrive/parenting/kids-with-disabilities/?gclid=Cj0KCQjwt_qgBhDFARIsABcDjOdvXfsd1YOI3W17uaHNNNFdho6IhB3MdN8XrYhMyPXMa491b2YYSHsaAkpnEALw_wcB

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Disability EmpowHer Network Provides Opportunities for Girls with Disabilities

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Each child brings their own beauty in the world and raising kids comes with all kinds of challenges, triumphs, fears and victories. Explore these diverse families and their journeys.

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https://www.yourtherapysource.com/blog1/2020/10/14/self-determination-for-students-with-disabilities-2/

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Are you looking to help your students achieve their goals? Did you know that research indicates that students with disabilities who are more self-determined achieve education-related goals at a higher rate? Not only does encouraging self-determination for students with disabilities help them to reach their goals, it also results in more positive employment, community participation, and quality of life outcomes when they leave school. Wow, what an awesome skill to develop!

What Skills are Associated with Self-Determination for Students with Disabilities?

Self-determination allows students to freely chosen goals, and then complete self-determined actions so they are the causal agent in their life. There are many skills involved with self-determination to help students choose their goals and act to reach them such as:

choice-making

decision-making

problem solving

goal setting and attainment

planning

self-management

self-advocacy

self-awareness

self-knowledge

These skills help students with disabilities to make purposeful major decisions and daily choices in their lives.

How Can Self-Advocacy Help with Self-Determination?

Self-advocacy is the ability to speak up for yourself and your rights. All students benefit from learning self-advocacy skills. When it comes to helping students with their Individualized Education Program (IEP), it is critical to involve them in the process whenever possible even at a young age.

When we teach students how to self-advocate for themselves it promotes self-determination for students with disabilities and independence. Research indicates that students who have self-determination display:

improved academic performance.

Increased class participation.

better quality of life.

increased independence.

more employment opportunities.

The goal of self-advocacy is for students to:

have a proactive role in IEP development.

be aware of their own strengths and needs.

communicate their choices and decisions.

self-evaluate to make new decisions.

How Can You Help Develop Self-determination for Students with Disabilities?

If you have students who need accommodations such as movement breaks, graphic organizers, technology, preferential seating and more, then the Self-Advocacy for Students workbook can be your guide to help students advocate for their needs and help them to develop self-determination skills.

The goal of this 10 step Self-Advocacy for Students workbook is to help students learn to:

have a proactive role in IEP development.

be aware of their own strengths and needs.

communicate their choices and decisions.

self-evaluate to make new decisions.

know when and where to use accommodations.

develop self-advocacy skills to live a more independent life at school, home and the workplace.

FIND OUT MORE.
More resources that may be helpful:
Executive Functioning Strategies for Students How to Write SMART IEP Goals IEP Goals Related to the Common Core for OT/PT Grades K-2 IEP Goals Related to the Common Core for OT/PT Grades 3-5
References:

Burke, K. M., Raley, S. K., Shogren, K. A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H., & Behrens, S. (2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176-188.

Hart, J. E., & Brehm, J. (2013). Promoting self-determination: A model for training elementary students to self-advocate for IEP accommodations. Teaching Exceptional Children, 45(5), 40-48.

Kleinert, J. O. R., Harrison, E. M., Fisher, T. L., & Kleinert, H. L. (2010). "I can" and "I did"-Self-advocacy for young students with developmental disabilities. Teaching Exceptional Children, 43(2), 16-26.

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Are you looking to help your students achieve their goals? Did you know that research indicates that students with disabilities who are more self-determined achieve education-related goals at a higher rate? Not only does encouraging self-determination for students with disabilities help them to reach their goals, it also results in more positive employment, community participation, and quality of life outcomes when they leave school.

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Self-advocacy is understanding your strengths and needs, identifying your goals, knowing your legal rights, and being able to communicate those things to others.  Self-advocacy is an important skill for a student to have going into post-secondary life.  This should be modeled for students and they should be given the opportunity to practice this throughout their high school years. A student should graduate with the ability to know what they need and how to express those needs.

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Knowledge is also an important tool for students as they transition into post-secondary life.  They should know what is going on around them, what they are working toward, and the people they can reach out for any help they may need getting there.  They should know what tools and technology will help them reach their goals.  They should know what laws, rights, and rules are in place to help them be successful.

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College and Career Readiness Classes (CCR)

CTE Career Pathways

Career and College Office

College Counselor

Specific IEP transition goals (Career awareness & College awareness)

Job Corps (EDD)

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Find the Latest News and Help related to Education, Technology, Fashion Etc. Read our blogs to find more information. List your sponsered post here

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Communication is a key component of being successful in post-secondary life.  Being able to communicate their plans, needs, and goals to others will help students going forward into adulthood.  These communication skills should be practiced as often as possible in high school.  This will enable them to enter post-secondary life with confidence when communicating with others.

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Collaboration is being able to work well with others.  Going into post-secondary life with the ability to collaborate will help students in all areas of their life.  They will be able to work with others in jobs and school or training which will be vital in being successful in post-secondary life.

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Life Skills should include lessons on self-care.  It will be important for students transitioning into post-secondary life to know how to take care of themselves.  Being healthy, with good hygiene, is a part of being able to live on their own in post-secondary life.  It’s also important to know when they might need a break or help.  Students should be provided a list of resources to utilize if they find themselves needing assistance.

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A important part of valuing yourself is self-evaluation.  Being able to look at yourself and see where your strengths are, knowing what you need, and how to use all of those things to be successful is key going forward into post-secondary life.  You then incorporate all the other tools to stay on track with your life goals.

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"The Individuals with Disabilities Education Act (IDEA) supports greater self-determination on the part of students with disabilities by mandating their involvement in the Individualized Education Program (IEP) process" (Publication of the National Center on Secondary Education and Transition, n.d.)

Students interested must be taken into account during the IEP process(i.e. Giving age-appropriate transition assessments). TKK are just learning self-determination and usually have parents advocate for their education needs.

IDEA states that a student who is 14 years or older must be invited to attend their IEP meetings

IDEA states a transition plan must be in place for an individual before they turn 16.