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Self-Determination for Individuals with Cognitive
Disabilities
Center for Self-DeterminationLaura Huber Marshall
College of Education
University of Colorado at Colorado [email protected] 719-262-4168
Center for Self-Determination Mission
To promote research and exemplary demonstrations that facilitate the capacities of individuals with disabilities to choose, set goals, and self manage their lives.
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.
What are our past and current projects?
We received four US Department of Education, Office of Special Education Programs, model demonstration and outreach grants totaling $1.95 million.– ChoiceMaker Self-Determination Curriculum and
Lessons– Choose and Take Action Software and Lessons– Choice Making for Elementary Students– ChoiceMaker Network
ChoiceMaker Curriculum & Lessons
Lessons and videos to teach students to identify their interests, skills, and limits then use this information to set and accomplish goals in different areas of their lives.
ChoiceMaker Curriculum & Lessons
Goals Lessons
1. Choosing Goals
A. Student Interests • Choosing Employment Goals
B. Student Skills & Limits • Choosing Personal Goals
C. Student Goals • Choosing Education Goals
2.Expressing Goals
D. Student Leading Meeting • Self-Directed IEP
E. Student Reporting
3. Taking Action
F. Student Plan • Take Action
G. Student Action
H. Student Evaluation
I. Student Adjustment
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
Sample Lessons
hard job easy job
weekdays only weekends too
part time full time
quiet workplace loud workplace
work alone
WHAT I LIKEbefore work
Circle what is here. Matches
work with lots of people
hard job easy job
weekdays only weekends too
part time full time
quiet workplace loud workplace
work alone work with lots of people
Y N
Y N
Y N
Y N
Y N
Circle what you like.
NAME: DATE: JOB SITE:WHAT IS HERE
after work
CHARACTERISTICS I LIKE VS HERE
*Star top10. ¦ 4 most preferred.
¦*
@University of Colorado, 1999
School Work Habits and Academic Skills
School Work Habits
Habits I Think Teacher Thinks Matches
1. Attends class
regularly
very good 3
ok 2
needs improvement 1
very good 3
ok 2
needs improvement 1
yes no
2. Arrives to
class on time
very good 3
ok 2
needs improvement 1
very good 3
ok 2
needs improvement 1
yes no
3. Brings needed
materials
very good 3
ok 2
needs improvement 1
very good 3
ok 2
needs improvement 1
yes no
4. Ready when
class begins
very good 3
ok 2
needs improvement 1
very good 3
ok 2
needs improvement 1
yes no
5. Turns in
completed
homework
very good 3
ok 2
needs improvement 1
very good 3
ok 2
needs improvement 1
yes no
@University of Colorado, 2000
CHOOSING GENERAL GOALS
Name_________________________________________ Transition Area __________________________
YES4. Do I have the skills to meet the requirements?
Go to #5 andconsider your limits.
NO
NO
Can I learnthe skills?
YES
Learn skills
Re-evaluate interest
SkillsYES Write skills3. Do I know
my skills?NO
Find out skills
Find out requirementsRequirements
YES Write requirements2. Do I know what is required to do this?
NO
Find out interestsInterestsWrite interests1. Do I know
my interests?
YES NO
GoalsCHRISTINA
COLLEGE DEGREE INPHOTOGRAPHY
GOOD PHOTOGRAPY SKILLSGO TO COLLEGEGOOD GRADES
GOOD AT PHOTOGRAPHYGRADES OK
TAKE STUDY SKILLSCLASSES IN HIGH SCHOOL
EDUCATION
@University of Colorado, 1997
@University of Colorado, 1997
DirectionsGoal Write your goal on the line below.
1. Plan Write a plan to accomplish your specific goal. Complete the three parts of the plan by answering the questions in each box.
2. Action Each day, review your action. Answer the question, "Did I meet my Goal?" Answer the questions in each box.
3. Evaluate After you complete the Action questions, evaluate whether each part of your plan worked. Write the reasons they did ordidn't work in each box. Answer the question, "What were the main reason you got these results?" Look at your reasons in theEvaluate boxes. Decide which of those are the main reasons you got the results you did. Write them in the space under the question.
4. Adjust Decide if you want to change your Goal. If you do want to change it, write a new one on the line. You will probablywant to adjust the parts of your plan that didn't work. Write the changes in the boxes. Remember which parts of your plan didwork so you can use them again.
Name______________________________________________________________ Date __________________________
TAKE ACTION (page 1)
1. Student Plan
SUPPORTWhat help do I need?
STRATEGYWhat methods will I use?
SCHEDULEWhen will I do this?
Goal___________________________________________________________________________________
@University of Colorado, 1999
Research In a comparison of the McGill Action
Planning System (MAPS) and the ChoiceMaker Curriculum’s Choosing Goals lessons taught to students with mental retardation, the results favored the ChoiceMaker lessons on teacher and student self-determination scales and efficiency of instruction.
– Cross, Cooke, Wood, & Test (1999)
Six adolescents with mild to moderate mental retardation were taught to attain their IEP (Individual Education Plan) goals using the ChoiceMaker Curriculum’s Take Action lessons. Results show that all students learned to meet their daily goals and maintained this performance after withdrawal of instruction.
– German, Martin, Huber Marshall, Sale (1999)
Choose and Take Action Software & Lessons
Interactive software, lessons, and community experiences designed to assist students with significant cognitive disabilities in making employment choices.
ChooseSelect job activity and
setting to try (on computer)
Try ItComplete plan
at setting(in community)
EvaluateEvaluate theplan results
(on computer)
Choose AgainDecide to try again or
try something else(on computer)
Choose and Take Action Process
PlanDevelop a plan for
the setting(on computer)
work at the rightspeed?
STUDENT EVALUATION
listen?
ask questions ifI didn’t understand?
yes no
do the work cor-rectly?grocery
store
big, openspace
stockshelves
InterestsDid I like...
SkillsDid I ...
STUDENT PLANName________________________ Supervisor ____________________________ Date____________________
I will stock shelves at a grocery store. It is a big, open space and workerswear uniforms.
yes no
@University of Colorado, 2001
Field Testing
• Field tested in four states
• Findings incorporated into the software and instructional materials
• Revised and field tested again in 27 schools in six states
Choice Making for Elementary Students
Lessons to teach elementary students to use self-determination skills to meet academic standards and behavior and social expectations.
Critical Topics to Teach in Elementary Schools
Responsibility Organization Academics Self-Advocacy Respecting Others Goal Setting & Attainment Social Skills Education Participation Good Behavior Self-Evaluate & Adjust
Self Esteem/Efficacy Safety & Health Choice Making Self-Awareness
Findings from focus groups conducted in spring 2000
Choosing and Reaching Reading Goals Lessons
• Student learns the reading standard.• Student chooses a goal focused on a reading
skill.• Student writes plan. • Student acts on plan.• Student and teacher evaluate reading
performance.• Student adjusts goal, plan, or action to meet
standard.
@University of Colorado, 2001
Adjust Flow Chart - Decoding
1.Did I meet my goal?
YES
YES NO
3b.Change my goal.Change to morewords per minute
ORa higher book
level.
NO 2b.Am I getting better?
YES NO
4d.Change my
plan.Change thestrategies orschedules.
3c.On my goal, did I set the words
per minute too high?
YES NO
4a.Change my
goal.Change to fewer
words perminute.
5b.Change my
goal.Change the
date.
5a. I’m on track.
I’ll keepgoing.
YES NO
4b.Am I going to meetmy goal by by date?
Name ______________________Date _______________________
Lesson 16
3d.On my goal, did I set
my book level too high?
4c.Change my
goal.Change to
a lower booklevel.
YES NO
2a.On my goal, did I set the words readin a minute and the book level high
enough?
3a.Set a new goal
Change toa different
reading skill.
@University of Colorado, 2001
ChoiceMaker Network
Trained trainers in five states in ChoiceMaker and other self-determination curricula to teach teachers, parents, administrators, and students.
ChoiceMaker NetworkEnd of Project Summary
Before
ChoiceMaker
Network
During
ChoiceMaker
Network
Students
Involved in self-
determination
activities
385 4404
People trained in self-determination
Special Educators 73 671
Agency Personnel 26 203
General Educators 5 147
Administrators 1 154
Parents 56 682
Past and Current Project Collaborators
• National, state, and local grant projects• Other universities, CU campuses and
departments• Colorado Department of Education• Numerous school districts • Adult service agencies and parent and
advocacy centers• Sopris West Educational Services -
publication, technology, and training
Future Projects Ideas Seek funds for the development and research
of multi-media instructional materials and technology combining the self-determination skill instruction with acquisition of the following:• academic standards• positive post-school outcomes (personal,
educational, and vocational)• family guidance and support• promotion of social skills and behavioral supports
ReferencesCross, T., Cooke, N. L., Wood, W . M., Test, D.W. (1999). Comparison of the effects of MAPS
and ChoiceMaker on student self-determination skills. Education and Training in Mental Retardationand Developmental Disabilities 34(4), 499-510.
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career
Development for Exceptional Individuals, 17(2), 159 - 169.German, S. L., Martin, J.E., Huber Marshall, L. & Sale, R. (2000). Promoting self-
determination: Using Take Action to teach goal attainment. Career Development for ExceptionalIndividuals 23(1), 27-38.
Martin, J. E., Huber Marshall, L, De Pry, R. L., (2001). Participatory decision-making:Innovative practices that increase student self-determination. In R. W. Flexer, Tl J. Simmons, P. Luft, &R. Baer (Eds.), Transition planning for secondary students with disabilities. Columbus: Merrill.
P.L. 101-476, (1990). Individuals with Disabilities Education Act, Amendment of 1990, 20U.S.C. § 1400 ff.
Ward, M. J. (1988). The many facets of self-determination. National Information Center forChildren and Youth with Handicaps: Transition Summary, 5, 2 - 3.
Wehmeyer, M. & Schwartz, M. (1997). Self-determination and positive adult outcomes: Afollow-up of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255.