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Self-Determination is one's ability to see their own strengths and weaknesses. They leverage their own potential to communicate, set goals, and make independent choices.

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A person who is self-determined is:
-independent
-responsible
-self-advocates
-resourceful
-ambitious

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How is Self-Determination is reflected in IDEA?

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How is Self-Determination is reflected in IDEA?

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Transition services are required once a student reaches a certain age in which the students participates in the planning for their future. This involves finding what are the students' interests and leveraging those to transition.

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1. List out your strengths & preferences
2. List out your weaknesses and needs
3. Learn about your disability and its impact. Be sure you are able to clearly explain to another individual that may not know about your disability. For more information on disabilities: https://www.parentcenterhub.org/categories/

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Current and accurate as of January 2022
In Spanish | En español

The nation's special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, Part B of IDEA defines the term "child with a disability." That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes.

The IDEA's disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a "child with a disability," a child's educational performance must be adversely affected due to the disability.

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Quick-Jump Links

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In the list below, if a disability term is linked, clicking on the link will take you to a fact sheet for that particular disability and to other related information.
1. Autism...
...means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.

A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf-Blindness...
...means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

...means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

4. Developmental Delay...

...for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development.
5. Emotional Disturbance...
...means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(c) Inappropriate types of behavior or feelings under normal circumstances.

(d) A general pervasive mood of unhappiness or depression.

(e) A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
6. Hearing Impairment...
...means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness."
7. Intellectual Disability...
...means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

( Editor's Note, February 2011: "Intellectual Disability" is a new term in IDEA. Until October 2010, the law used the term "mental retardation." In October 2010, Rosa's Law was signed into law by President Obama. Rosa's Law changed the term to be used in future to "intellectual disability." The definition of the term itself did not change and is what has just been shown above.
8. Multiple Disabilities...
...means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
9. Orthopedic Impairment...
...means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that cause contractures).
10. Other Health Impairment...
...means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(b) adversely affects a child's educational performance.
11. Specific Learning Disability...
...means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
12. Speech or Language Impairment...
...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.
13. Traumatic Brain Injury...
...means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.

The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
14. Visual Impairment Including Blindness...
...means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

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Considering the Meaning of "Adversely Affects"
You may have noticed that the phrase "adversely affects educational performance" appears in most of the disability definitions. This does not mean, however, that a child has to be failing in school to receive special education and related services. According to IDEA, states must make a free appropriate public education available to "any individual child with a disability who needs special education and related services, even if the child has not failed or been retained in a course or grade, and is advancing from grade to grade." [§300.101(c)(1)]

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**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Categories of Disability Under Part B of IDEA

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Current and accurate as of January 2022 In Spanish | En español The nation's special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, Part B of IDEA defines the term "child with a disability."

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1. National Technical Assistance Center Transition
Have questions about your disabilities? Your rights? Services?
https://transitionta.org/

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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1. Learning about your rights and responsiblities! Take charge and learn more about IDEA, the ADA, and Rehabilitation Act. Here are some resources:
-https://www.understood.org/articles/en/individuals-with-disabilities-education-act-idea-what-you-need-to-know
-https://dredf.org/legal-advocacy/laws/a-comparison-of-ada-idea-and-section-504/
-https://cwi.edu/current-students/idea-ada-and-section-504
2. Boost your self-esteem and self-worth! Do not pursue relationships in which you are not valued.

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1. Set short-term goals
-Start with small achievable goals and reflect on a regular basis
-Work with a certain teacher, staff member, or parent to set goals together. Decide how you will be held accountable and set a consistent day and time to reflect!
2. Lead your own IEP meeting
-Develop a PPT with your own strengths and weaknesses
-Provide input of what you know, your skills, and your needs

Goal Setting Worksheets:
https://www.woojr.com/goal-setting-worksheets-for-kids/

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Goal Setting Worksheets for Kids that include brainstorming activity, daily action steps, planner pages, and positive affirmation.

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Goal Setting Worksheets for Kids

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JUST DO IT!

Take risks to meet your goals. Advocate for yourself and put yourself out there. Some ways you can act are:
-asking a teacher for accommodations (Teachers are there to support you! Collaborate and see what works for you to achieve in their classrooms)
-ensure you have all you need to do it! Need assistive technolgy? Take time to use AAC and see if it is useful for your needs.
-negotiate with an individual
-asking for resources
-asking for support

Learn about different styles of communication: passive, passive-aggressive, aggressive, assertive
-more information @ https://infographicworld.com/communication-styles-workplace/

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REFLECT! Here are some questions to ask yourself when reflection:
-What was my expected outcome and how it differs from the outcome?
-Where do I see things going well and where do I see thing going downhill?
-What can I do differently next time?
-What am I proud of?

Ways to reflect:
-Journaling
-Student interviews (talk with a buddy)
-Review plans

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It may be early on to think about accommodations at work, but to reassure you, there is an agency to support you if you have any questions in regards to accommodations at work or about the Rehabilitation Act.

https://askjan.org/

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It is never early to talk about your future! I'm Determined website offers advice on what you should be discussed based on your age.

https://imdetermined.org/resource/transition-guide-employment/

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Transition Guide - Employment - I'm Determined

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Needs technical assistance? ATAP helps loan devices for you to compare and contrast functions + features of devices. Determine which device is a fit for you!
https://www.ataporg.org/

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The Association of Assistive Technology Act Programs (ATAP) is a national, member-based non-profit organization, comprised of state Assistive Technology Act Programs funded under the Assistive Technology Act (AT Act). ATAP facilitates the coordination of state AT Programs nationally and provides technical assistance and support to its members.

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Learn about education and skills you need to acquire for what you want to do in the future in order to plan!

https://www.bls.gov/k12/

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"Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience"
http://www.corestandards.org/ELA-Literacy/W/6/4/

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English Language Arts Standards » Writing » Grade 6 » 4 | Common Core State Standards Initiative

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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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"Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation"
http://www.corestandards.org/ELA-Literacy/SL/6/4/

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Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

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English Language Arts Standards " Speaking & Listening " Grade 6 " 4

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Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.