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"Student involvement in educational planning is a critical component of efforts to promote self-determination."

I think that this helps encapsulate that when students are involved in their learning, they are more self-determined! I think that IEP meetings are a great opportunity for students to step up and be more involved as a part of their educational planning. Plus, it displays and helps them practice so many different skills!

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"Orkwis and McLane defined UDL as 'the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.' When those learning goals include instruction to promote self-determination, the use of accessible materials becomes critically important (146)."

Following the definition of UDL is the part that I was so focused on. We have to be incredibly considerate of how important the use of accessible materials is! We need to make sure our learners can truly access the material to get something from it and keep growing their knowledge.

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"Its function is to reduce or eliminate the discrepancy between what students want or need and what students currently have or know. The model constructs this means--ends sequence by having students answer the questions that connect their needs and interests to their actions and results via goals and plans (127)."

I think that this instruction model is summed up pretty well in this quote! I like how it bridges the gap between students' needs and interests to their actions and results by using goals and plans to go forward. Obviously, this is an over simplified version of this instructional strategy, but very unique when you think of it this way.

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"...Wacker and Greenebaum demonstrated that self-instruction was more effective than direct instruction at producing task acquisition and that only self-instruction produced generalization across related responses (113)."

Woohoo! This is awesome! I feel like generalization is such a hard thing when it comes to working with those who have disabilities, but when I read this part I was cheering for them in my head! :)

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"The advantages of self-evaluation are obvious. Teachers spend considerable time providing feedback to students. When students learn how to evaluate their own behavior, teachers can shift their attention to other responsibilities. Most important, students are not dependent on teachers to judge how well they are doing but, instead, learn how to evaluate their behavior and make changes toward improvement (90)."

There was so much packed into this quote and I loved every sentence in it! #1 Teachers already have a TON on their plate and go above and beyond for their students. #2 Their students also need to learn how to do some of this stuff on their own! Teachers and parents won't be around all the time to provide them feedback on their behavior and how they can continue to improve. This is something that I think hits people like a train once they reach adulthood; even people without disabilities!

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"Particularly for students with intellectual and developmental disabilities, student-directed and self-determined learning should not be confused with students learning without support (76)."

This part of the text stuck out to me because this is what I thought student-directed and self-determined learning was for a very very long time (and probably longer than I would like to admit)! As I've been in college, I've learned that this means that more of the focus is on student-directed activities rather teacher-mediated and teacher-directed learning. As I've been in the education program at MMU, I've had to "deconstruct" my idea of school where the teacher stands at the white board/chalk board and all the students are in individual desks facing forward taking notes, because that's not how our students learn best and they have never learned best that way!

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"Student involvement in educational planning is a critical component of efforts to promote self-determination," (157).

Throughout all of the chapters of this text it is evident how important teaching and modeling self-determination is for all students especially those with disabilities. It is our job to support teachers and families with this as coaches in education.

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"The assumption by technology developers that all users can read introduces an even more significant obstacle to technology use by students with intellectual and developmental disabilities," (143).

This day in-age with all the advancements in technology one would assume that we would be further ahead with this issue, but unfortunately we are not. It would be nice if there were teachers that teach students with intellectual and developmental disabilities supporting the technology developers with creating appropriate programs and devices for our students.

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"A teacher may use the role-playing model to teach social behaviors, social simulation and social inquiry models to examine social problems and solutions, assertiveness training to teach self-advocacy skills, or a training model to teach vocational skills," (122-123).

As much as adults hate role playing it truly is effective. This is the same with students. Role playing and simulation is very effective for students especially those with behavior issues.

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"The common theme across these models of teaching is that they are teacher-directed." pg. 123

Having teacher directed themes for helps us teachers say focused on what our strategies are. Helps students become self agents in their own lives. It allows for our students to identify for themselves. I feel this is important and hard to coordinate as well.
This is important to implement for students with and with out disabilities as well.

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"Following self-instruction training by peers, all four students learned to initiate and maintain conversation with new partners in a variety of high school settings," (113-114).

I am a huge advocate for peer modeling and mentoring. I have a 4 year old daughter and everything that she learns quickly some good and some bad (haha) she has learned through her peers. Similar to adults I learn best from people that I have similar interests in and respect for.

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"To promote success, individuals need to enhance or increase their expectations. The ability to set appropriate expectations is based on the individual's success in matching his or her capacity with opportunity," (87).

Often students are not aware of their expectations and/or their capacity and opportunity. It is difficult to provide a variety of opportunities so that students can get a sense of what work areas for example they are strong in or not so strong in. Also, the opportunity to see what they like and don't like. I wish there was more funding available for programs such as PAES that is a real life job simulation experience for high school students to assess their strengths through a variety of topics and tasks.

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"The school, home, and community environment in which their behavior is controlled by the language of others." 103

This quote is important for us educators to understand. Students grow and blossom into what their environment speaks. If they speak life, then they grow into a blossoming flower. If they are around haters or negative speakers the students grow into the negaitve environment that they lived in. Being a product of their language environment is a real thing.

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"The problem with this type of instruction is that if students are to become self-determined learners, they need to learn to express their preferences and adjust to their own choices," (81).

I want to hang this on my wall. This quote says everything I believe in. I am a huge proponent of self-advocacy for students and adults. I do believe that we need to learn to speak up for ourselves in a respectful manner. I see often in education that people do not say much even though they have good ideas. I also believe that we do not teach students how to appropriately advocate for what they need and or want. I say often the minute I stop advocating for students is when I need to be done in education.

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"To promote success, individuals need to enhance or increase their expectations."

I love this saying in the textbook, as it demonstrates the importance of self-actualization and self-confidence. Once must learn how to believe in their abilities, themselves and their skills. As an educator the student must also know that their teachers have confidence and belief in them. That they have someone that they can count on. A cheerleader in a world full of nay-sayers.

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"An abundance of literature describes how self-determined students are better equipped to make successful transitions to adult outcomes" pg. 107

This really hit home as an educator, I feel that giving students the preparedness for self determined skills for future success. I feel that students can gain these skills from us educators and lessons on how to develop the skills. Focusing on them for future learning.

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Page 158:
" Students who attend typical educator-directed IEP meetings often reported that they did not know what to do, did not understand the purpose of the meeting or what was said, and felt as if none of the adult participants listened to them when they spoke."

This was such a huge thing! We must make sure that our students are included in their IEP meetings! They should have just as much say in it as anyone. This goes back to the language that and how it can impact the students. We really need to make sure our students are included! We always make such a fuss about our students being included in the GenEd classroom, we need to make that same fuss about them being included in their IEP.

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Page 143:
"The assumption by technology developers that all users can read introduces an even more significant obstacle to technology use by students with intellectual and developmental disabilities."

I felt like this is a very eye opening statement for those who develop any form of AT for those with disabilities. I thought of all the technology communication devices and how a lot of them have directions that are written out. Yes, typically those who are using the device are shown how, bit what about those who don't rely on others to teach them how? What do they do if they can't read the directions on how to use a device that is supposed to support them? I thought it was something to think about.

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Page 122-123:
" A teacher may use the role-playing model to teach social behaviors, social simulation and some inquiry models to examine social problems and solutions, assertiveness training to teach self, advocacy skills, or a training model to teach vocational skills."

I just thought this was a cool thing to mention in the book and realize how many thing role-playing can teach. For me, I often don't think about each and every little thing that we could use role-playing for, but when you really think about it, the possibilities are endless!

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Page 103:
"The school, home, and community environments children participate in are largely language environments in which their behavior is controlled by the language of others."

I really liked this quote because it makes you think what you are saying and how it can impact students. We need to make sure we are speaking in ways that students understand, as well as recognize that when we speak certain ways, our students can pick up on that. Also, what the students hear at home can impact their thoughts as well.

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Page 90:
"Most important, students are not dependent on teachers to judge how well they are doing but, instead, learn how to evaluate their behavior and make changes toward improvement."

I thought this was a great reminder for all teachers. When we see a student struggling, they don't need our judgement. They need us to be fully supportive and help guide them in the right direction. It can be easy to jump to conclusions and to judge them, but we need to provide them with help and support them to improvement.

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Page 79:
"One of the first steps to establishing self-determined learning to allow learners to choose from an array of tasks or learning opportunities."

This stuck out to me because as teachers, we want things to work and we want to do what's best for students. I think this can often times be looked over. When we are encouraging students to be self-determined, we have to initially let them make choices for themselves then support them. We need to let them have some autonomy over their decisions.

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“Person-centered planning alleviates the problem of focusing on student deficits by focusing on capacities and opportunities in people and the environment according to the student’s vision of the future,” (163).

This quote is meaningful to me because it is crucial to focus on the positives, strengths, and opportunities with what they can and want to do. By starting the conversation off with this, the student may be more willing to discuss and take action to set goals on their areas of improvement. Additionally, the meeting should be focused on the student’s future vision, speaking for themselves with what they want to do, preferences, etc. There are many benefits for everyone involved in a person-centered meeting.

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“If all technology devices took into account all of the principle of universal design, it is quite likely that many more of them would be usable by students with intellectual and developmental disabilities,” (144-145).

This quote is impactful to me because universal design, UD, is an aspect of many areas of life, especially for individuals with disabilities besides for most of the technology programs/devices that are accessible. Without technology that they can use independently, it may be frustrating for them because they do not have the resources to reach their full potential. Technology has become a huge part in all of our lives, and everyone should be able to access it, just like a building, which can happen by using the seven principles of UD.

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“The SDLMI was developed to address this problem and is based on the component elements of self-determination, the process of self-regulated problem solving, and research on student-directed learning. It is appropriate for use with students with and without disabilities across a wide range of content areas and enables teachers to engage students in the totality of their educational programs by increasing opportunities to self-direct learning,” (123).

The valuable skills that students need to possess are included in SDLMI instructional curriculum. Additionally, it requires students to be actively engaged in their learning as well as collaborating with their teacher. This is one of the reasons why this quote is impactful to me because I will collaborate with my students and colleagues as well as encouraging my students to be actively engaged in learning. Additionally, this quote is impactful to me because students are being provided many opportunities and this instruction can be implemented for all students.

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“Peer “buddies” taught the students to use their self-instructions to engage in interactive conversations with their general education classrooms and to use their conversation booklets to ask questions of their conversation partners,” (114).

It is critical for all students to interact because of the many benefits that will be experienced by the students. Additionally, it is helpful to have the nondisabled peers teaching their peers with disabilities because of the learning that is occurring. Students with disabilities are more motivated to learn from their nondisabled peers. By having peer buddies, students with disabilities will experience inclusivity, more time with their peers in the general education classroom. The peer buddies also have the opportunity to learn about their peers’ disabilities. This quote is meaningful to me because there is a lot of teamwork happening between the students and staff.

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“… These periods of struggling to overcome challenge are what people find to be the most enjoyable time of their lives. … A person who has achieved control over psychic energy and has invested it in consciously chosen goals cannot help but grow into a more complex being,” (101).

This quote is relatable because everyone has overcome obstacles along with having many valuable learning experiences. There is a lot of learning happening when being taught the various self skills. Individuals are using their full control over their attention to focus on reaching the goals they set for themselves. This quote is meaningful because it is the cherished moments in teaching students that is special to me. It is amazing to watch students grow as they overcome and accomplish their goals with the skills that they have learned.

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“The problem with this type of instruction is that if students are to become self-determined learners, they need to learn to express their preferences and adjust to their own choices,” (81).

This quote is impactful to me because it is a part of my teaching philosophy that students are given the fun opportunity to make their own choices and learn from these experiences. When teachers present options to students, they need to decide for themselves. When they make these decisions, they learn through the experience what the consequences are for the short and long term. This will help them think about the consequences when they are presented options in the future. This will better serve the students because the more practice they get, the more they will develop self determination skills as well as learning to make choices.

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"Save the Last Word for Me" Strategy Guide - great to use with S's!

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"Save the Last Word for Me" Strategy Guide - great to use with S's!

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Instructions for Students: Save the Last Word for Me (Remote Learning)

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Chapter 9: The Self Determined Learning Model of Instruction

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Chapter 9: The Self Determined Learning Model of Instruction

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Chapter 11: Student Involvement in Educational Planning

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Chapter 11: Student Involvement in Educational Planning

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Chapter 10: Technology and Universal Design for SD

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Chapter 10: Technology and Universal Design for SD