Self-determination : what is it and why is it important to students with disabilities?
Self-determination: what is it?
A functional model of self-determination
A five-step model of self-determination
Self-determination : why is it important to students with disabilities?
Impact of promoting component elements of self-determined behavior
Impact of promoting self-determination
Self-determination in the era of standards-based reform
Promoting self-determination in the general education curriculum
Self-determination content in general education standards
Self-determination and curriculum modifications
Infusing instruction into the general education curriculum
Planning
Curriculum content
Educational planning and student involvement
IEP planning, access to the general education curriculum, and self-determination
Supplementary aids and services
Specially designed instruction
Other educational needs
Self-advocacy and student involvement in educational planning
Promoting self-advocacy
Student involvement in educational planning
School-wide and classroom ecological interventions
Quality indicators of programmatic efforts
Quality indicator #1 : Knowledge, skills, and attitudes for self-determination are addressed in the curriculum, in family support programs, and in staff development
Quality indicator #2 : Students, parents, and staff are involved participants in individualized educational decision making and planning
Quality indicator #3 : Students, families, faculty, and staff are provided with opportunities for choice
Quality indicator #4 : Students, families, faculty, and staff are encouraged to take appropriate risks
Quality indicator #5 : Supportive relationships are encouraged
Quality indicator #6 : Accommodations and supports for individual needs are provided
Quality indicator # 7 : Students, families, and staff have the opportunity to express themselves and be understood
Quality indicator #8 : Consequences for actions are predictable
Quality indicator #9 : Self-determination is modeled throughout the school environment
Teacher-directed instructional strategies
Learning process strategies
Modeling and mentors
Cooperative learning groups
Coaching
Behavioral strategies
Teaching component elements of self-determined behavior
Teaching goal setting and attainment
Teaching problem solving
Teaching decision making
Fostering self-awareness and self-knowledge
Promoting choice making
Attribution retraining
Curricular materials
Student-directed learning and peer-mediated instructional strategies
Student-directed learning strategies
Antecedent cue regulation
Self-monitoring, self-evaluation, and self-reinforcement
Self-instruction
Multiple strategy use
The self-determined learning model of instruction
Peer-mediated learning strategies
Assessing student needs and evaluating programs
Assessing instructional needs in self-determination
The Arc's self-determination scale
Self-determination assessment battery
The AIR self-determination scale
Program evaluation
Empowerment evaluation
Family support for self-determination
How families impact student self-determination
Strategies and resources to help family members learn about self-determination
Family support for self-determination : tips and tools
Sharing stories about self-determination
Making the most of teachable moments
Providing a positive role model of self-determination
Nurturing the self-determination of teachers
What do educators need to know to be self-determined in their work?
What can teachers do to build and nurture their self-determination?
Resource A: self-determination quality indicators assessment tool
Resource B: the Arc's self-determination scale.
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Self-determination : instructional and assessment strategies by Michael L. Wehmeyer. ISBN 9781412925747. Published by Corwin in 2007. Publication and catalogue information, links to buy online and reader comments.
