Self-determinationSelf-advocacy

Dr. Seuss tells us

• “You have brains in your head.

You have feet in your shoes.

You can steer yourself in any

Direction you choose.

You’re on your own

And you know what you know.

And YOU are the guy/girl

Who’ll decide where to go.”

Self-Determination means

• Being able to accept, respect, and value yourself.

• Being able to set goals that are important to you and having the skills to achieve these goals (Field and Hoffman, 1996).

According to transition information from NICHY, it is suggested that four of the most fundamental skills students can have that serve them well in a wide variety of adult situations

are:

The ability to assess yourself, including your skills and abilities, and the needs

associated with your disability

Awareness of the academic adjustments/accommodations

you need

Knowledge of your civil rights to accommodations through

legislation such as the Americans with Disabilities Act

and Section 504

The self-advocacy skills necessary to express your needs in the workplace, in educational institutions, and in community

settings

National Center for Education Statistics

Of entering high school freshpersons:

- 88% graduate from high school

- 58% complete some post-secondary education (42% do not participate in

post-secondary education)

- 28% complete a bachelor’s degree

- 6% complete a master’s degree

Entitlement vs Eligibility

Entitlement:– Students who are receiving

special education services are entitled to educational services necessary for a Free and Appropriate Public Education until the student has reached the age of 21 or met the requirements for a high school diploma or high school certificate.

Eligibility– Once students exit the

school system, they must meet eligibility criteria and funding availability to receive services from adult service agencies. Families who begin transition planning early will have more time to create more opportunities.

High School v Higher Education

• High school is an entitlement

• Your time is structured

• You spend about 6 hours in class with about 1.5 hours of homework

• Schools make academic adjustments based on the IEP or 504 plan

• Parents have the right to participate in your IEP or 504 plan

• Higher education is a right to access/ eligibility

• You manage your own time• You spend about 12-16 hours

in class, but have 24-32 hours of reading and research

• You are required to provide documentation of your disability

• According to the Buckley Amendment, parents no longer have the legal right to student information

• Flock & Florentine

HS Teachers v Higher Education Instructors

• Teachers are trained in teaching methods to assist students in learning.

• Teachers often write notes on the board.

• Teachers impart knowledge and facts, draw direct connections, and lead you through the thinking process.

• Teachers give you continual feedback and remind you of assignments and due dates.

• Instructors have been trained as experts in their particular areas of research.

• Instructors may lecture non-stop making you responsible for the notes.

• Instructors expect you to think about topics and synthesize seemingly unrelated topics.

• Instructors expect you to read, save, and consult their course syllabus. You are entirely responsible for meeting deadlines.

Flock & Florentine

Do I have to inform a post-secondary school that I have a disability?

NO.

Telling the school personnel that you have a disability is voluntary – only you have the right to state that you have a disability.

President:

President:

May a post-secondary school deny my admission because I have a disability?

NO.

If you meet the requirements for admission, a post-secondary school may not deny your admission simply because you have a disability.

If I need an academic adjustment, what must I do?

- You must inform the school that you have a disability and need an academic adjustment.

- You are responsible for knowing and following the procedure to request an academic adjustment.

Work Rights and Responsibilities

• You have the right to work!

• Your parents will not allow you to stay home and eat pizza and watch SpongeBob for the rest of your life.

• You have the responsibility to educate to train yourself to perform a job.

• You have the responsibility to do as much on your own as possible.

TransCen, Inc

Employment

• Soft Skills• Eye Contact• Handshake• Smile• No gossiping

• Appropriate comments

• Appropriate appearance

• Hard skills• Curriculum based

skills: Keyboarding

High School v Workplace

• Teachers give warnings

• Discipline Referral• Behavior

Management• Behavior is tolerated• Dresscode• Swearing may be

ignored

• Verbal warning• Written reprimand• May be fired• Work clothes required• Work Etiquette:

Responsible for own behavior

• Rules and Regulations of employment site

• No swearing: reprimand/dismissal

• Inappropriate comments: Sexual Harassment

O’NET OnLinehttp://online.onetcenter.org/

• Comprehensive source of occupation information

• 900+ occupations, including worker attributes and job characteristics

• Connect to other online career information resources

CareerLink

• On-line job Search specific to your area(s) of interest

• Registration

• Use

• Update

Job Search Sites

• Snag-a-job.com

• US Government

• Employer Websites

Community Rights and Responsibilities

• You have the right to services in the community.

• You have the right to have access to the community.

• You have the right to have help to live in the community.

• You have the responsibility to do as much as you can for yourself.

• You have the responsibility to ask for the services you need.

TransCen, Inc

Community Access

• ID Card/Driver’s License

• Voter Registration

• Selective Service

• Living Arrangements

• Banking

• Travel Access

What do you want to do with the rest of your life?

• What do you like to do?

• What job do you dream about doing?

• What kinds of things would you do at this

job?

What do you do for fun?

• What do you enjoy doing?

• What do you do with friends and family?

• What are some of your favorite places to

go?

• Your ‘avocation’ can become your ‘vocation’.

Bibliography

• Anderson, E.L., Seaton, K., Dinas, P. (1995). Fostering Self-Determination.

• Caristo, C. and Mastorovich, M. (1999). Life’s Path.• Field, S. & Hoffman, A. (1996). Steps to Self-

Determination.• Field, S. & Hoffman, A. (1998). Self-Determination.• NICHY, (2002). Helping Students Develop Their IEPs.• Paraschiv, I. (2000). Self-Determination, Self-Advocacy,

and the Role of the Professional.• Wehmeyer, M.L., Agran, M. & Hughes, C. (1998).

Teaching Self-determination to Students with Disabilities.