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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).

•Knowing and believing in yourself
• Knowing what you want your future to be and how to make plans to achieve this future
• Knowing what supports you need to take control of your life

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Characteristics of a Self-Determined Individual  

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• Choice making: The skill of making a choice between two known options.
• Decision making: The skill of choosing between more than two known options.
• Problem solving: The skill used when a solution is not readily known; decision-making and choice making are part of
process.
• Goal setting & attainment: The skill of determining how you are going to accomplish what you want (setting the goal,
plan for implementation and measuring success).
• Self-regulation (skills include self-observation, self-evaluation, self-reinforcement): The process of monitoring one’s
own actions.
• Self-instruction: Skills that assist the student in using his own verbal prompts for solving problems.
• Self-advocacy: Skills necessary to be able to speak up or defend a cause of person.
• Internal locus of control: The belief that one has control over outcomes that are important to life.
• Self-efficacy: The conviction that one can successfully execute the behavior required to produce a given outcome.
• Efficacy expectations: The belief that if a specific behavior is performed, it will to lead to anticipated outcomes.
• Self-awareness and self-knowledge: The skills of knowing one’s own strengths, weaknesses, abilities, and limitation, and
knowing how to use these unique attributions to beneficially influence one’s own life.

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How Self-Determination is Reflected in IDEA 

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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. One means of fostering self-determination is to encourage students to lead their IEP meetings whenever possible. This makes the program their own, and increases the likelihood that it will be carried out.

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Children with disabilities share their feelings on what self-determination means to them. Presenting videos like this is a way to encourage other students to speak up for themselves and ask more questions about the type of supports that would benefit their learning.

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Assessments Grades 3-5
https://www.bps101.net/wp-content/uploads/2019/09/19-20_Gr35_AssmtPlan.pdf

Five Step Model for Self-Determination image retrieved from; Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assessment strategies. Corwin Press

Guest speaker image recovered from Goggle images:
https://www.google.com/search?q=guest+speaker&client=safari&sxsrf=AOaemvJk1eDHPjw-3q4NOi5yUSZB5K2kjA:1632872277559&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjEw8Sg66LzAhVVs54KHbPlCvUQ_AUoAXoECAEQAw&biw=1294&bih=745&dpr=2#imgrc=x784SHva2rRfmM

Imdetermined.org. 2016. [online] Available at: <https://www.imdetermined.org/wp-content/uploads/2018/06/toolbox_for_self-determination_2.pdf> [Accessed 23 September 2021].

Ncset.org. 2017. Publication of the National Center on Secondary Education and Transition. [online] Available at: <http://www.ncset.org/publications/viewdesc.asp?id=962> [Accessed 23 September 2021].

Self-Determination makes A Difference: https://youtu.be/eAckowXVqcc [December 14, 2017]

Welcome to Middle School, 6th graders
https://youtu.be/i7UUVn3tSUs

Wellbeing For Children: Identity And Values https://youtu.be/om3INBWfoxY [August 9, 2018]

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This model is a depiction of the key components necessary to support a Self-Determined persons. The model includes and highlights Hoffman & Field strategies for Self Determination.

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Here is a short video to help children understand and nurture themselves and their values. The video explains how children can figure out what they value the most by creating lists of things about their own interest.

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Wellbeing For Children: Identity And Values

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Integrating Self-Determination into the Curriculum 

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Integrating Self-Determination into the Curriculum 

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Lesson Plans for Teaching Self-Determination

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Lesson Plans for Teaching Self-Determination

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This document by the Virginia Department of Education provides a Toolbox of resources to implement Self-Determination for Parents and Educators. 

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Shogren, K. A., Raley, S. K., Burke, K. M., & Wehmeyer, M. L. (2019). The Self-Determined Learning Model ofInstruction Teacher’s Guide. Lawrence, KS: Kansas University Center on Developmental Disabilities.

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Wood, W. M., Karvonen, M., Test, D. W., Browder, D., &amp; Algozzine, B. (2004). Promoting student self-determination skills in iep planning. TEACHING Exceptional Children, 36(3), 8–16. https://doi.org/10.1177/004005990403600301

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Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their iep meetings. TEACHING Exceptional Children, 36(3), 18–24. https://doi.org/10.1177/004005990403600302

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This is a chart of different types of Assessments done for children in grades 3-5. These assessments assists teachers in understanding where their students are prior to transition and what they need to work on in order to create successful learning.

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I thought that a "Welcome to Middle School" video was appropriate for transitioning 5th grade students into the 6th grade. In theory we would use one that is specific to the Childs actual school but this is just an example of what a welcome video would look like.

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Welcome to Middle School, New 6th Graders!

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As students transition from the upper elementary grade levels, having a guest speaker come into the classroom to address their concerns of what they can expect going into middle school would be helpful to calm their nerves. It can be very scary transitioning to a new grade let alone a new school where most of their friends will potentially change. So bringing in their new principal or school counselor would be helpful for them.