Promoting Student Self-Determination Skills in IEP Planning

  title={Promoting Student Self-Determination Skills in IEP Planning},
  author={Wendy M. Wood and Meagan Karvonen and David Wesley Test and Diane M. Browder and Bob Algozzine},
  journal={TEACHING Exceptional Children},
  pages={16 - 8}
for students a high priority in planning instruction? • Do you include self-advocacy goals in students’ education programs? • What is best practice in developing such goals and promoting self-determination in students? It may be that you or your colleagues have not received instruction in how to write self-determination goals and objectives for your students with disabilities. This article explores ways to increase the inclusion of self-determination and self-advocacy goals and objectives in… 

Tables from this paper

Fostering Self-Determination in Higher Education: Identifying Evidence-Based Practices.
Research on the transition of students with disabilities and their post-school outcomes continues to move the field of special education in the direction of evidence-based practices. As special
Student Involvement In IEPs
There has been a recent initiative for students to be involved in their Individualized Education Plan. The goal is for students to become self-advocates and learn to develop goals that pertain to
Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities
We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with
Promoting Self-Determination of Students Who Are Deaf or Hard of Hearing
An overview of self-determination, suggestions for instructional planning, and guidance on resources that can be used to gather additional information are provided.
Behavior Management through Self-Advocacy
Implementing a behavior management model that focuses on student selfdetermination and self-advocacy can improve students' understanding of themselves and their strengths and weaknesses as well as
Promoting Self-Determination through a Movie Project.
The concepts of self-determination and self-advocacy have been a focus in the education of students with disabilities and many new curricula, guidelines, and materials have recently become available
Teacher Perceptions of Self-Determination, Students with Disabilities, and Peer Advocates
Teacher Perceptions of Self-Determination, Students with Disabilities, and Peer Advocates by Andrea Charmaine McDonald MA, Touro University, 2008 BS, University of Nevada, Las Vegas, 2002 Doctoral
Value Me: The Importance of Self-Determination Skills for Effective Transition Planning for Employment and Post-Secondary Outcomes for Individuals with Disabilities
A critical component of educational outcomes for individuals with disabilities is the implementation of a transition plan. Transition plans are applied throughout the individuals’ educational career
Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities
Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities Audryn Damron Department of Counseling Psychology and Special Education, BYU Master of Science The
Virginia's self-determination project: Assisting students with disabilities to become college and career ready
Information and suggested strategies to use with middle and high school students to assist in their transitions to become college and career ready are suggested.


Successful Strategies for Promoting Self-Advocacy Among Students with LD
Students with learning disabilities (LD) often need to be taught self-determination skills to be better prepared for life after high school. This article describes the methods used by one school
The Self Determination Focus of Transition Goals for Students with Mental Retardation
Teaching students to become self-determined young people has gained wide acceptance as an important outcome of the transition process. There is, however, limited information regarding the degree to
The Effects of Self-Directed IEP on Student Participation in IEP Meetings
This study evaluated the effects of teaching a modified version of Self-Directed IEP to students with moderate mental retardation on participation in their Individual Educational Program (IEP)
A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning
This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents
Teaching Self-Determination to Students With Disabilities
This article describes results of a literature review of articles addressing self-determination published in 24 journals between 1995 and 2002. The purposes of the study were to (a) identify
Whose Future is it Anyway? Promoting Student Involvement in Transition Planning
THE TRANSITION REQUIREMENTS in the 1990 Individuals with Disabilities Education Act (IDEA; P. L. 101-476) stated that &dquo;the coordinated set of activities (e.g., transition services) must be based
TAKE CHARGE for the Future: A Controlled Field-Test of a Model to Promote Student Involvement in Transition Planning
This study investigated the efficacy of an intervention model to promote student involvement in transition planning. The intervention included the coaching of youths in the application of
Choosing a Self-Determination Curriculum
Self-determination. In almost every special education publication, conference, or inservice work­ shop, someone mentions Neelf-determination." The popularity of nws term is not suφrising, considering
The Arc's Self-Determination Scale: Procedural Guidelines
This technical manual describes "The Arc's Self Determination Scale," a student self-report measure of self-determination designed for use by adolescents with disabilities, particularly students with
Career Development for Exceptional Individuals: Topical Issue on Systems Change in Transition
young people with disabilities. These provisions required state and local education agencies to examine the transition needs of youth with disabilities through interagency collaboration, parent and