response II
Making It Happen: Strategies for Self-Determination Skills
Lavon Rosenbaum
ESE 645 Lesson Design for Students With Mild to Moderate Disabilities
Instructor: Shaley Klepfer
November 13, 2020
Main principle and Strategies
Self-determination allows students to set goals, solve problems, and make the right choices based on personal interests. Self-determination will enable students to advocate for themselves, create plans to help them reach specific goals as they self regulate, and self-manage their daily activities. Goal setting should give students a chance to make choices based on their disabilities and individual needs, encourage students to use problem-solving skills, and promote active involvement in their educational goals. (hoagiesgifted,2002).“The educational planning and decision-making process is an ideal situation to teach goal setting, problem-solving, and decision-making for all students (Powers, et al., 1996; Wehmeyer, Agran, & Hughes, 1998).”
Three Strategies
" The integration of self-determination skills, such as self-regulation, decision-making, and action planning. Has been shown to help students evaluate and set personal goals, become more autonomous, self-determined learners, and increase the sense of control over their learning (Eisenman, 2007).“
Decision Making Skills
Self- Regulation and Self Management
Goal Setting and evaluation
Strategy One: Goal Setting
Developing and setting goals students should be encouraged to set goals helps with learning, personal growth, and their future. As students continue to set and achieve their goals, they began to visualize their future and learn to make good choices. For example; A student who struggles with math and continues to fail but wants to be a chemist when he grows up. Helping the students set realistic goals they can achieve will help them thrive towards a brighter future. (LD Online, 2020).
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Strategy Two: Decision Making
•Understanding values and goals.
•Making plans to reach goals.
•Learning to make academic progress based on knowledge and beliefs.
Example: We should focus on students' choices and decisions and what's important to them based on their values and goals to promote self-determination. For example, allow students to make choices and decisions based on their own goals and values to encourage self-determination based on their skills.
Strategy Three: Goal Setting and Evaluation
Goal setting and evaluations should be Base on student's goals and assessments of their knowledge, skills, interest, values, and beliefs to encourage self-Regulation. Example: allow students to participate in goals by encouraging them to use their values, ideas, beliefs, and overall knowledge and learning experiences when preparing IEP.
Reasoning
Have students participate in the decision-making of IEP gives them a chance to express their knowledge, values, and beliefs based on their learning skills. Encouraging students to participate will improve self-esteem and motivation and provide a positive outcome as they reach their personal goals
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Reference
Barrows, B. (2020). In Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination. Retrieved from http://www.ldonline.org/article/5634/
Bremer, C. D., Kachgal, M., & Kris Schoeller, K. (2003, April). In Self-Determination: Supporting Successful Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962
Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.
Houston, E. (2020, October 13). In 21 Self-Determination Skills and Activities to Utilize Today. Retrieved from https://positivepsychology.com/
self-determination-skills-activities/
Wehmeyer, M. (2002, September). In Self-Determination and the Education of Students with Disabilities. Retrieved from https://www.hoagiesgifted.org/eric/e632.html