Tools For Developing Self-Determined Students
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____________________ 2010 Oklahoma Transition Institute Penny Cantley Karen Little Amber McConnell
description
Tools For Developing Self-Determined Students. ____________________ 2010 Oklahoma Transition Institute Penny Cantley Karen Little Amber McConnell. Self-Determination Constructs. Self-awareness Self-advocacy Self-efficacy Decision-making Independent performance Self-evaluation - PowerPoint PPT Presentation
Transcript of Tools For Developing Self-Determined Students
____________________
2010 Oklahoma Transition InstitutePenny Cantley Karen Little Amber McConnell
Self-awareness
Self-advocacy
Self-efficacy
Decision-making
Independent performance
Self-evaluation
Adjustment
1. What percentage of your students could name and describe their disability?
2. Does your school systematically teach students with IEP’s about their disability?
3. When are students taught about their disability?
4. At school, who teaches students about their disability?
5. Where does instruction about their disability take place?
6. Do you believe students should be taught at school about their disability and how it impacts their school performance?
7. How did you learn to teach students about their disabilities?
8. What materials are used to teach students about their disabilities?
Lessons for TeachingSelf-Awareness & Self-Advocacy
◦ Facilitate the teaching and learning of critical transition skills
◦ Teach self-awareness and self-advocacy
◦ Achieve the long term goal of developing self-aware adults who advocate for their needs in education and employment
Disability-Awareness and Self-Advocacy predict high school and post-school success
Education
Employment
Quality of life
Funding provided by a grant from the Oklahoma Developmental Disabilities Council (ODDC) awarded to University of Oklahoma, Zarrow Center
Continues the Zarrow Center’s focus of developing teacher friendly materials available at no cost to educators
Developed and validated via a curriculum review process
Available at Zarrow Center website, http://education.ou.edu/zarrow/
ME! Book
KWL Chart◦ what we Know, what we Want to know & what we Learned
Self-Awareness Research Project
Self-Advocacy Task
Priority Academic Student Skills (PASS)
Getting Started ◦ Understanding Self-awareness & Self-advocacy◦ Understanding What It’s all About
Learning About Special Education◦ Learning About the History of Disability◦ Learning About Special Education: How & why did I get here?◦ Creating My History
Understanding My Individualized Education Program ◦ Getting to Know My IEP◦ Still Getting to Know My IEP
Understanding My Rights and Responsibilities◦ Learning About My Rights & Responsibilities in High School◦ Learning About My Rights & Responsibilities After High School◦ Where do I go from Here?
Improving My Communication Skills◦ Learning How to Communicate Effectively◦ Knowing What to Share and Who to Share It With
Increasing My Self-Awareness◦ Starting My Self-Awareness Project◦ Completing My Self-Awareness Project◦ Presenting My Self-Awareness Project
Advocating For My Needs in High School◦ Planning How to Advocate◦ Learning From Experience
Advocating For My Needs After High School◦ Using My New Skills on the Job◦ Using My New Skills at Postsecondary School◦ Reporting My Findings
Developing My Resources◦ Completing My Summary of Performance and Goals
Assessing My Progress & Portfolio◦ Assessing My Progress◦ Assessing My Portfolio
Time to Teach◦ Approximately 20 hours ◦ 23 sessions taking 45-60 minutes each
Where to Teach◦ Resource English, Social Studies, Transition class or
Study Skills class PASS Standards
◦ Each lesson corresponds to Oklahoma PASS Standards Cost
◦ FREE – download at http://education.ou.edu/zarrow/
Teacher input on materials
Teach ME! in your classroom
Penny [email protected]
Amber [email protected]
Karen [email protected]
The University of OklahomaZarrow Center for Learning Enrichment
338 Cate Center Dr., Rm 190Norman, OK 73019
Phone: (405) 325-8951Fax: (405 325-7841
education.ou.edu/zarrow
https://php.radford.edu/~imdetermined/
I’m Determined!
IEP Sample PowerPoint
Welcome to My IEP Meeting
Joe Smith
Invited Guests
Robert Smith, Dad Connie Smith, Mom Ms. Beamer Ms. Rust Ms. Murden Mr. Stanley
I’m here because…
I want to learn more about my IEP. I want to learn more about myself. I need help reaching some of my
goals.
My IEP
My disability is called ADHD
This means… I have difficulty ignoring noises and
people around me. It’s hard for me to get started and
stay focused on the class.
These are my strengths!
I’m friendly. I love basketball and football. I’m good at biology and math. I love to hang out with friends and go
places. I have a terrific family.
These are my limitations…
I can’t sit still for very long. Sometimes I blurt things out and
distract others. Sometimes I try to do too much at
once.
My plans for the future
I want to graduate from high school with good grades.
I want to join the military, and I want to be a doctor.
This is how you can help me…
Allow me to take 2 or 3 short breaks to move around so I can focus.
Give me a signal when I am off task. Don’t let me make excuses when I
get lazy. Pair me with a strong lab partner so I
can share a copy of his/her notes.
My Learning Style
I learn best in a quiet, structured classroom.
I am a visual learner and like hands on activities.
I may need reminders to get me back on track.
I feel great when I get positive comments from my teachers.
I’m glad you came!
Questions
Amber McConnellUniversity of OklahomaZarrow Center for Learning EnrichmentPhone: 405-325-8951
e-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact
