Preparing for Transition Using an Activity-Based Self-Determination Curriculum
This activity-based curriculum from Texas School for the Blind and Visually Impaired can be used to teach and promote self-determination skills with youth who are blind or visually impaired.
Goal 9 – National Agenda: Transition services will address developmental and educational needs (birth through high school) to assist students and their families, in setting goals and implementing strategies through the life continuum commensurate with the student’s aptitudes, interests, and abilities.
Expanded Core Curriculum: “New” area of the Expanded Core Curriculum emphasizes Self-Determination
What is Self-Determination?
Ward (1988) defines self-determination as attitudes that lead people to define goals for themselves and their ability to achieve those goals.
Field and Hoffman (1994) define self-determination as the ability to define and achieve goals based on a foundation of knowing and valuing oneself.
Why is Self-Determination Important?
Wehmeyer and Schwartz (1997) found that self-determined students were more likely to have achieved positive adult outcomes than peers who were not self-determined.
Individuals with Disabilities Education Act (IDEA) requires that students’ Individual Education Plan (IEP) activities must be based upon student preferences and interests.
Are Self-Determination and Quality of Life Related?
A common goal we all share for our students with visual impairments is for them to lead the highest possible quality of life. In order to achieve that goal, we must equip them with the self-determination knowledge and skills they need to be empowered to achieve their chosen goals.
People who are self-determined make or cause things to happen in their lives
Quality of Life Indicators
Emotional well-being
Satisfying interpersonal relationships
Material well-being
Personal development
Physical well-being
Self-determination
Meaningful work
Social inclusion
Peer group with lasting friendships
Knowledge of rights
Also Essential Are:
An understanding of one’s strengths and limitations
Belief in oneself as capable and effective
The ability to take control of one’s life
(Field et al, 1998)
This includes:
Control over day to day decisions
What to wear
What to eat
What activities to participate it
How to spend your spare time
How to go about getting your needs met while respecting the rights, values and beliefs of others
Control over the long-term decisions
Where to live
Who to live with
Where to work
How to spend your money
What to do in your spare time
Recognize a Continuum of Supports…
“Individuals with significant cognitive disabilities must choose, to the extent that they are able (with support) the trusted allies with whom to collaborate.” – Turnbull & Turnbull
Conceptual Framework of Self-Advocacy (Test, el al. 2005)
Knowledge of rights – as a citizen, as a person with a disability (IDEIA)
Communication – negotiation, persuasion, compromise
Leadership – how to function in a group, understanding one’s role, standing up for the rights of a group
Here’s the Problem!
Self-esteem issues
Apparent lack of initiative
Skill deficits in self-advocacy
Passive and passive-aggressive communication behaviors
Unrealistic goals of our students
Unchallenged goals
Learned helplessness
Intrinsic vs. extrinsic motivation
Difficulties with adjustment to disability, especially in teenagers
How student’s are perceived by others
Recognizing Cultural Differences
“Planning must respect and honor family cultural values including values pertaining to parental authority over child choice…..” – Turnbull & Turnbull
Developing a Shared Vision for the Future
The student, to the best of their ability will take an active role in planning for their transition.
The student will be allowed to take risks and to experience failures.
Think About This….
Do people with disabilities have fewer opportunities to practice skills that lead to self-determination?
Do people with multiple impairments need additional experiential activities, over time, to support the development of Self- Determination Skills?
Do people with disabilities feel they have less personal control in their lives than others do?
Are self-determination skills linked with the low percentage of people with visual impairment who acquire and maintain employment?
Desired Outcomes of Self-Determination Instruction
To equip our students with the knowledge and skills they need to be empowered to achieve their chosen goals
To provide students with the tools to make mid-course corrections as they move toward their goals
To give students many opportunities to practice these skills
Research Says:
Most students are not receiving instruction in these skills – (Mason, Field, Sawilowsky; 2004)
There is an absence of Self-Advocacy goals in transition plans – (Wehmeyer, Schwartz; 1998)
Who Needs Explicit Instruction in Self-Determination?
All students at all functioning levels
Teach and re-teach from pre-school to high school
Incorporate into daily activities
Start early with choice making and experiential activities
Activity-Based Curriculum was Designed for Blind / VI Students
Hands-on activities
Promote team Building
Promote trust development
Comic relief/fun encouraged
Carryover from unit to unit
Sample Activity from Unit 1
All My Friends Game
To find out the likes and dislikes of the participants
Sample Activity from Unit 6
Things I Can Do To Take Care of Myself
To help students understand that part of self-management is knowing how to take care of yourself
Sample Activity from Unit 16
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Importance of the steps in an Action Plan
To emphasize the importance of steps in an Action Plan, and help students understand the importance of not leaving steps out
Implementation Ideas
Create “All about Me” books that grow and travel with the student
Implement a “skill of the week” program
Infuse instruction into daily activities
Implement specific training modules
Think outside the box
Using the Curriculum: Where and How?
At home and in the community
Resource/content mastery rooms
One-on-one with the TVI
General education classrooms
Summer programs
Week-end programs
Evening programs
Meeting only once a month will not provide sufficient continuity
Having training once a week is effective
Having an intensive 1-2 week program would be ideal
And Finally, When Self Determined…
People experience a sense of freedom to do what is interesting, personal important and vitalizing. – (Deci & Ryan, professors in Dep. of Clinical & Social Sciences at University of Rochester)
Organization of the units in Empowered
General information
Introduction to students
Unit Objectives
Key Words
Materials (worksheets included at end of unit)
Activities
Empowerment cheer
Core activities
One thing I learned today
Unit 1 Getting to Know Each Other – Sample Activities
Empowerment Cheer
All My Friends game
What I Like Best activity
All About Me Questionnaire
Unit 2 Self Awareness
Sample Activities
Compound Word Game
Multiple Intelligences Survey
Who Am I Questionnaire
Unit 3 Identifying Strengths and Challenges
Sample Activities
Strengths and Challenges Worksheet
Toot Your Own Horn
Coping or Compensatory Strategies Raffle
Unit 4 Self Acceptance, Coping and Compensatory Strategies
Sample Activities
How I See Myself worksheet
Self-Acceptance worksheet
Burning Bowl activity
Unit 5 Self-Management: Stress Management
Sample Activities
Stress Monitor – Balloon Activity
Stress-O-Meter
One Thing I Learned Today (Take a Deep Breath)
Unit 6 Self-Management: Self Assessment Process
Sample Activities
Checking-in (role play)
Anti Brain Drain
Things I Can Do To Take Care of Myself
Unit 7 Personal Control
Sample Activities
Looking at My Many Roles
Do you Have Control? (Personal Control Scale)
Enhancing Personal Control
Ways to Gain Control
Unit 8 Basics of Communication
Sample Activities
Active Listening
Describe It, Guess It (listening for detail)
Unit 9 Passive, Aggressive, Passive/Aggressive and Assertive Communication
Sample Activities
Identifying Communication Styles (role play)
Assertive Communication
I vs. You Statements
One Thing I Learned Today (Pass the Pat)
Unit 10 Personal Advocacy
Sample Activities
How Do You Get What You Want?
Ways to Be a Good Advocate – worksheet
Thumbs-up, thumbs-down (role-play getting needs and wants met)
Four Basic Steps to Self Advocacy
Unit 11 Decision Making
Sample Activities
Identifying the Differences
Using the Decision Making Process
Decision Making Bowl
Unit 12 Values
Sample Activities
Values Collage
My Values worksheet
Everybody Who Shares game
Unit 13 Dreaming About Your Future
Sample Activities
Pulls
Dream, dream, dream
Roadblocks
Unit 14 Setting Long-Term Goals
Sample Activities
Turning a Dream into a Goal
Building Blocks for Success
Considering the Options for Long-Term Goals
One Thing I Learned Today (Hula Hoop)
Unit 15 Setting Short-Term Objectives
Sample Activities
Stairway to Success
Creating Short-Term Objectives
Unit 16 Making Action Plans
Sample Activities
Movin’ Forward
Importance of Steps in an Action Plan (s’mores)
Action Plan Guideline
Unit 17 Problem Solving
Sample Activities
Is It a Problem??
Sticky Wicket
Letting Go
Problem Solving Strategies
Unit 18 Problem Solving II – Goal Assessment and Revision
Sample Activities
ABC order
Triggers/Trigger Happy
Hold the Line
Unit 19 Conflict Resolution
Sample Activities
Steps in Conflict Resolution
Thinking Blockers and Unlockers
Station to Station
One Thing I Learned Today (Tug of War)
Unit 20 Rights and Responsibilities
Sample Activities
I Know My Rights
Identifying Rights and Associated Responsibilities
Personal Bill of Rights
Unit 21 Knowledge of Resources
Sample Activities
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Matching a goal to the resources
Do’s and Don’ts of asking for help
Unit 22 Advocacy within Systems
Sample Activities
Chain of Command
Phone-a-thon
Knotty Problem
Unit 23 Where the Rubber Meets the Road
Sample Activities
Treasure Box
Don’t Weave Home Without It
Who Ya Gonna Call? (resource book)
Units of Empowered
Introduction and Orientation
Unit 1 – Getting to know each other (likes and dislikes)
Unit 2 – Self-Awareness
Unit 3 – Identifying Strengths and Challenges
Unit 4 – Self-Acceptance, Coping and Compensatory Strategies
Unit 5 – Self-Management: Stress Management
Unit 6 – Self-Management: Self-Assessment Process
Unit 7 – Personal Control
Unit 8 – Basics of Communication, Including Active Listening
Unit 9 – Passive, Aggressive and Assertive Communication
Unit 10 – Personal Advocacy
Unit 11 – Decision Making Process
Unit 12 – Personal Values, Shared Values and Respecting Others’ Values