Self-Determination

Preface Acknowledgements About the Authors 1. Self-Determination: What Is It and Why Is It Important to Students With Disabilities? Self-Determination: What Is It? A Functional Model of Self-Determination A Five-Step Model of Self-Determination Self-Determination: Why Is It Important to Students With Disabilities? Impact of Promoting Component Elements of Self-Determined Behavior Impact of Promoting Self-Determination 2. Self-Determination in the Era of Standards-Based Reform Promoting Self-Determination in the General Education Curriculum Self-Determination Content in General Education Standards Self-Determination and Curriculum Modifications Infusing Instruction Into the General Education Curriculum Planning Curriculum Content 3. Educational Planning and Student Involvement IEP Planning, Access to the General Education Curriculum, and Self-Determination Supplementary Aids and Services Specially Designed Instruction Other Educational Needs Self-Advocacy and Student Involvement in Educational Planning Promoting Self-Advocacy Student Involvement in Educational Planning 4. Schoolwide and Classroom Ecological Interventions Quality Indicators of Programmatic Efforts Quality Indicator #1: Knowledge, Skills, and Attitudes for Self-Determination Are Addressed in the Curriculum, in Family Support Programs, and in Staff Development Quality Indicator #2: Students, Parents, and Staff Are Involved Participants in Individualized Educational Decision Making and Planning Quality Indicator #3: Students, Families, Faculty, and Staff Are Provided With Opportunities for Choice Quality Indicator #4: Students, Families, Faculty and Staff Are Encouraged to Take Appropriate Risks Quality Indicator #5: Supportive Relationsips Are Encouraged Quality Indicator #6: Accommodations and Supports for Individual Needs Are Provided Quality Indicator #7: Students, Families, and Staff Have the Opportunity to Express Themselves and Be Understood Quality Indicator #8: Consequences for Actions Are Predictable Quality Indicator #9: Self-Determination Is Modeled Throughout the School Environment 5. Teacher-Directed Instructional Strategies Learning Process Strategies Modeling and Mentors Cooperative Learning Groups Coaching Behavioral Strategies Teaching Component Elements of Self-Determined Behavior Teaching Goal Setting and Attainment Teaching Problem Solving Teaching Decision Making Fostering Self-Awareness and Self-Knowledge Promoting Choice Making Attribution Retraining Curricular Materials 6. Student-Directed Learning and Peer-Mediated Instructional Strategies Student-Directed Learning Strategies Antecedent Cue Regulation Self-Monitoring, Self-Evaluation, and Self-Reinforcement Self-Instruction Multiple Strategy Use The Self-Determined Learning Model of Instruction Peer-Mediated Learning Strategies 7. Assessing Student Needs and and Evaluation Program Assessing Instructional Needs in Self-Determination The Arc's Self-Determination Scale Self-Determination Assessment Battery The AIR Self-Determination Scale Program Evaluation Empowerment Evaluation 8. Family Support for Self-Determination How Families Impact Student Self-Determination Strategies and Resouces to Help Family Members Learn About Self-Determination Family Support for Self-Determination: Tips and Tools Sharing Stories About Self-Determination Making the Most of Teachable Moments Providing a Positive Role Model of Self-Determination 9. Nurturing the Self-Determination of Teachers What Do Educators Need to Know to Be Self-Determined in Their Work? What Can Teachers Do to Build and Nurture Their Self-Determination? Resource A. Self Determination Quality Indicators Assessment Tool Resource B. The Arc's Self-Determination Scale References Index