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SPD 635 SIGNATURE ASSIGNMENT (HIGH SCHOOL)

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SPD 635 SIGNATURE ASSIGNMENT (HIGH SCHOOL)

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Samuel Soba
Ian Lopez
Dakota Wix

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What is self-determination and why am I focusing on it? How can it benefit me?

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What is self-determination and why am I focusing on it? How can it benefit me?

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Self determination is a skill that enables me to understand myself, value myself, make proper choices, set realistic goals, and take proper action to achieve those goals.  Through self-determination I can appropriately "advocate for myself."

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A self determined person is someone who...

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A self determined person is someone who...

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1. Understands his or her disability well enough that he or she can explain it to someone else.
2. Understands what resources and/or accommodations are available to him or her at any place they are at whether it is school, work, a function, or out in the community.
3. Sets realistic and attainable goals.  The goals are short term and allows the person to achieve a greater outcome at a more comfortable and realistic pace.
4. Takes action.  If the person doesn't know what resources or accommodations are available to him or her they take the action to ask about it and for it.  This person also takes action to inform someone of his or her disability when it will be beneficial for him or her to do so.
5. Leads their IEP meetings.  This person uses the opportunity to lead their IEP meetings in order to better understand themselves including their interests and desires, their disability, and the types of accommodations that would work best for them.

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How is self-determination reflected in IDEA?

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How is self-determination reflected in IDEA?

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The IDEA encourages students to attend their own IEP meetings by the time they turn 16 years of age. Though the IDEA does not require students at the age of 16 to attend their IEP meetings, they are however required to be invited to their IEP meetings.

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Instructional strategies for "getting to know your self and your environment."

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Instructional strategies for "getting to know your self and your environment."

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1. "Should I tell?" activity is an activity meant to help students decide when it may or may not be appropriate to disclose their disability.
2."Talking to people who know and care" have teachers, family members, friends answer interview questions on a "talking to people" form provided to the students. Share the data collected through this process with your students.

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Instructional strategies for "valuing yourself"

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Instructional strategies for "valuing yourself"

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1. Ask students "what does the term body image mean to you?" Put some ideas on the board.  Show slides with some possible other definitions.
2. Ask students a rhetorical question: "On a scale of 1-10, 10 being very positive, where do you stand when it comes to your own body image?"
3.Have students do activity called "Body image walk and talk." Students will find a partner and have about 5 minutes to walk while discussing the following statement "Boys and girls are equally affected when it comes to body image?" Agree or disagree?

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1. Invite students to reflect on what their futures might look like?  Students can think of the future in the context of a timeline beginning with their current grade.
2. Have students think about what they might be doing as they move through high school and beyond high school and what might come at the end of high school.
3.Make sure students know that it's ok to not have a particular end in mind.
4.Inivte students to briefly share their expectations or timelines
5.Talk about the benefits of students adding college to their timelines.  Ask students to add benefits not listed.

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https://docs.google.com/presentation/d/1CgSwc3i2qap8ozibHxLGV82N7o-38QH3T-qhJi0-CBo/edit?usp=sharing

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SPD 635_Week 4_Signature Assignment_My Sections_Ian Lopez

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Strategy: Gathering information

Topics of Focus:

Confidence (Self efficacy)

Decision making

Problem solving

Self awareness

Self advocacy

1. Students will be asked to research three potential jobs. (These jobs should reflect the student and their interests along with career aspirations).

2. After looking up three they will be asked, “If they had to remove one which one would it be?”

3. I would ask this again so each student came up with a top choice.

4. Using their top choice, I will ask them to think of why they made the decisions they made.

5. Once they have their final choice they will continue to research further into their particular field of interest. Research could include: qualifications, average salary, specific job duties, etc.

6. I would then have students now look up the other two jobs they originally discarded.

7. The last part of the activity would be to see who has changed their mind on their number one option and reasons for the switch.

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Topics of Focus:

Self Regulation

Self Awareness

Internal locus of control

Choice Making

1. I would have students create two columns of things that they did well this year vs what they feel they still need more help on.

2. After they create the list I would have them rate each list on a scale.

3. I would next have students find ways to move some the items on the negative list to the positive list.

4. I would also have students jot down the consequences that arose from the things on the negative list.

5. On the other hand, I would have students look at their best achievement (on the positive list) and find reasons why that resulted the way it did.

6. I will ask them, “What were some of the rewards for this achievement?”

7. Comparing the two, I want to ask if students found any common themes for success. Which would include things like effort, patience, confidence, etc

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https://docs.google.com/presentation/d/1CgSwc3i2qap8ozibHxLGV82N7o-38QH3T-qhJi0-CBo/edit?usp=sharing

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https://docs.google.com/presentation/d/1CgSwc3i2qap8ozibHxLGV82N7o-38QH3T-qhJi0-CBo/edit?usp=sharing

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https://docs.google.com/presentation/d/1CgSwc3i2qap8ozibHxLGV82N7o-38QH3T-qhJi0-CBo/edit?usp=sharing

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SPD 635_Week 4_Signature Assignment_My Sections_Ian Lopez (1)

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Elements of Self Determination Needed for the Workplace

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Elements of Self Determination Needed for the Workplace

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Communication Skills

- Self advocating *

- Request support

- Offer support

Academic Skills

- Goal setting/ attainment *

- Listening

- Computers

- Reading/ Writing

- Math (money, measurements)

Social Interpersonal Skills

- Problem solving *

-  Confidence/Self efficacy *

- Negotiating skills

- Appropriate behaviors in the work place

Occupational Skills

- Decision making *

- Following directions

- Showing up on time

- Self Regulation *

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(Students with Disabilities Transitioning from High School, n.d.)

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Students with Disabilities: Life After High School

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Agencies focus on the three main components of post-secondary areas:

1. Postsecondary Education and Training

2. Employment

3. Independent living

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Indicator 13
Course of study should directly relate or align with the measurable post secondary goals. These courses or electives will focus on building the necessary skills related to the field of interest.
Some areas of focus when choosing courses:
- Instruction
- Related Services
- Previous/Current Employment
- Community Work
- Social Skills

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- A Vocational Class (Study.com)
- Campus Explorer
- WorkAbility

Types of Trainings
- Work place readiness trainings
- Instruction on self advocacy
- Job/Employment assistance
- Guidance/counseling

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In order to facilitate the transition after high school, outside agencies provide eligible students with resources/supports to meet their future goals.
-Coordination of services and supports.
- Identifies specific gaps within the services provided
- Reduce overall costs.

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The California CareerZone website helps students access up-to-date information on wages, job openings, and other information specific to their state. Students can take aptitude tests to discover which career path works best for them.

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You can compare up to four occupations by selecting the boxes to the left of the desired occupations and then clicking on the Compare Selected button at the bottom of the page. You can also filter occupation lists by Job Zone (preparation required), salary, and more to help you refine your search.

All Occupations

967 results found

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You can compare up to four occupations by selecting the boxes to the left of the desired occupations and then clicking on the Compare Selected button at the bottom of the page. You can also filter occupation lists by Job Zone (preparation required), salary, and more to help you refine your search.

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This website has resources for students, educators, and families. From free aptitude tests to tips and tricks on academic tests such as the SAT and ACT.

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Test Prep Tutoring | Online Test Preparation | The Princeton Review

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The Princeton Review offers online test preparation for SAT, ACT and graduate school entrance exams. Enroll in our test prep courses today.

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A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES UNITED STATES DEPARTMENT OF EDUCATION REVISED. (2017).

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IRIS | Page 6: Agencies Involved in Collaboration. (n.d.). Iris.peabody.vanderbilt.edu. Retrieved August 1, 2021

Lesson plans for teaching self-determination. UAA Center for Human Development: University of Alaska Anchorage. http://www.letsgettoworkwi.org/wp-content/uploads/2016/01/Lesson-Plan-1-13.pdf

‌Procedural Manual Teacher Edition SECTION 4 Transition Post Secondary. (n.d.). Retrieved August 1, 2021

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Students with Disabilities Transitioning from High School. (n.d.). Www.youtube.com. Retrieved August 1, 2021

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