tools for developing self-determined students

____________________

2010 Oklahoma Transition InstitutePenny Cantley Karen Little Amber McConnell

Self-awareness

Self-advocacy

Self-efficacy

Decision-making

Independent performance

Self-evaluation

Adjustment

1. What percentage of your students could name and describe their disability?

2. Does your school systematically teach students with IEP’s about their disability?

3. When are students taught about their disability?

4. At school, who teaches students about their disability?

5. Where does instruction about their disability take place?

6. Do you believe students should be taught at school about their disability and how it impacts their school performance?

7. How did you learn to teach students about their disabilities?

8. What materials are used to teach students about their disabilities?

Lessons for TeachingSelf-Awareness & Self-Advocacy

◦ Facilitate the teaching and learning of critical transition skills

◦ Teach self-awareness and self-advocacy

◦ Achieve the long term goal of developing self-aware adults who advocate for their needs in education and employment

Disability-Awareness and Self-Advocacy predict high school and post-school success

Education

Employment

Quality of life

Funding provided by a grant from the Oklahoma Developmental Disabilities Council (ODDC) awarded to University of Oklahoma, Zarrow Center

Continues the Zarrow Center’s focus of developing teacher friendly materials available at no cost to educators

Developed and validated via a curriculum review process

Available at Zarrow Center website, http://education.ou.edu/zarrow/

ME! Book

KWL Chart◦ what we Know, what we Want to know & what we Learned

Self-Awareness Research Project

Self-Advocacy Task

Priority Academic Student Skills (PASS)

Getting Started ◦ Understanding Self-awareness & Self-advocacy◦ Understanding What It’s all About

Learning About Special Education◦ Learning About the History of Disability◦ Learning About Special Education: How & why did I get here?◦ Creating My History

Understanding My Individualized Education Program ◦ Getting to Know My IEP◦ Still Getting to Know My IEP

Understanding My Rights and Responsibilities◦ Learning About My Rights & Responsibilities in High School◦ Learning About My Rights & Responsibilities After High School◦ Where do I go from Here?

Improving My Communication Skills◦ Learning How to Communicate Effectively◦ Knowing What to Share and Who to Share It With

Increasing My Self-Awareness◦ Starting My Self-Awareness Project◦ Completing My Self-Awareness Project◦ Presenting My Self-Awareness Project

Advocating For My Needs in High School◦ Planning How to Advocate◦ Learning From Experience

Advocating For My Needs After High School◦ Using My New Skills on the Job◦ Using My New Skills at Postsecondary School◦ Reporting My Findings

Developing My Resources◦ Completing My Summary of Performance and Goals

Assessing My Progress & Portfolio◦ Assessing My Progress◦ Assessing My Portfolio

Time to Teach◦ Approximately 20 hours ◦ 23 sessions taking 45-60 minutes each

Where to Teach◦ Resource English, Social Studies, Transition class or

Study Skills class PASS Standards

◦ Each lesson corresponds to Oklahoma PASS Standards Cost

◦ FREE – download at http://education.ou.edu/zarrow/

Teacher input on materials

Teach ME! in your classroom

Penny Cantleypennylou@ou.edu

Amber McConnellambermcc@ou.edu

Karen Littleksparker@ou.edu

The University of OklahomaZarrow Center for Learning Enrichment

338 Cate Center Dr., Rm 190Norman, OK 73019

Phone: (405) 325-8951Fax: (405 325-7841

education.ou.edu/zarrow

https://php.radford.edu/~imdetermined/

I’m Determined!

IEP Sample PowerPoint

Welcome to My IEP Meeting

Joe Smith

Invited Guests

Robert Smith, Dad Connie Smith, Mom Ms. Beamer Ms. Rust Ms. Murden Mr. Stanley

I’m here because…

I want to learn more about my IEP. I want to learn more about myself. I need help reaching some of my

goals.

My IEP

My disability is called ADHD

This means… I have difficulty ignoring noises and

people around me. It’s hard for me to get started and

stay focused on the class.

These are my strengths!

I’m friendly. I love basketball and football. I’m good at biology and math. I love to hang out with friends and go

places. I have a terrific family.

These are my limitations…

I can’t sit still for very long. Sometimes I blurt things out and

distract others. Sometimes I try to do too much at

once.

My plans for the future

I want to graduate from high school with good grades.

I want to join the military, and I want to be a doctor.

This is how you can help me…

Allow me to take 2 or 3 short breaks to move around so I can focus.

Give me a signal when I am off task. Don’t let me make excuses when I

get lazy. Pair me with a strong lab partner so I

can share a copy of his/her notes.

My Learning Style

I learn best in a quiet, structured classroom.

I am a visual learner and like hands on activities.

I may need reminders to get me back on track.

I feel great when I get positive comments from my teachers.

I’m glad you came!

Questions

Amber McConnellUniversity of OklahomaZarrow Center for Learning EnrichmentPhone: 405-325-8951

e-mail: ambermcc@ou.edu

Web: http://education.ou.edu/zarrow/

For More Information Contact