response II
Steven911
reesponeone.pptxWeek 3 Discussion
Nicole Richardson
ESE 645 Dr. Klepfer
November 8, 2020
Self determination in special education…
In order to encourage student success while transitioning into adulthood, it is important to prepare them to participate in developing a plan for their future.
Self-determination is a theory based on the idea that “people have inborn tendencies to grow and develop psychologically, to strive to master challenges in the environment, and to integrate experience into self-concept.”
Equipping students with the skills, attitude and opportunities to play an active and prominent role in their learning and planning for the future is now considered a best practice in the field of special education.
Developing goal setting and planning…
Providing effective transition services is critical to helping students with disabilities prepare for adulthood and help them gain the necessary education to pursue their post secondary goals.
Many students will benefit from transition planning, allowing more time for students to prepare for adulthood.
Is it essential to help a young person find his or her strengths, as well as help them to understand their limitations. Sometimes this is best achieved through trial and error. Taking risks and making mistakes is an effective learning tool.
Self identity…
Students need to know who they are as a person, what they want in life, what challenges they need to overcome, or learn how to live with and what supports they need to help them thrive.
Each student will have a different story, or a way of understanding themselves. This is one way to begin to learn about what is important to them and a great start to the development of goals.
While creating these goals is it important to consider the students voice and make the goals reflect the students individual goals.
* Have students create an autobiography.
Talk about the student’s abilities…
We can empower students with learning disabilities with the language we use and a slight shift to our focus can change way we teach and guide them.
Language is powerful. Even a subtle shift in language can influence how students see themselves and how stigmatized they feel. So instead of only hearing about what they can’t do, it is vital for them to know about what they can do.
Focusing on a students’ abilities isn’t just a nice thing to do, it is essential for students with learning disabilities to feel good about themselves as learners.
Not only can we focus on the extraordinary abilities the students already have but focusing on the abilities they do have can help them cultivate other strengths still need to be successful.
*Have a conversation with the student to find out what they think their strengths are.
Involve youth in their IEP’s…
When students, who are the appropriate age, are involved in their own IEP meetings it helps them understand their own disability, strengths, areas to work on, goals and modifications. Students need to understand their current plan and what it means.
Students need to know and understand their disability in order to fully develop strategies to help them overcome their challenges. This practice leads to greater confidence and increases self advocacy skills for the students.
Having a conference with a student prior to their IEP meeting will allow time to get feedback from the student and find out what is working for them and what could be improved many times this can be motivating for kids and young adults.
*Give students an “IEP interview”
References…
Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition (Links to an external site.). Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962
