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John Luckner, Ed.D. Ann M. Sebald, Ed.D. University of Northern - - PowerPoint PPT Presentation
John Luckner, Ed.D. Ann M. Sebald, Ed.D. University of Northern - - PowerPoint PPT Presentation
John Luckner, Ed.D. Ann M. Sebald, Ed.D. University of Northern Colorado Council for Exceptional Children Philadelphia, PA - April 11, 2014 } Introduction } What Is Self-Determination? } Why Is It Important? } Research- ToD and SD
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} Combinati
tion of atti ttitu tudes, knowledge, and skills th that t enables individuals to to make choices and engage in goal directe ted, self- regulate ted behavior
} Considered best
t practi tice in special educati tion and tr transiti tion services
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Research with thin special educati tion indicate tes th that t promoti ting self-dete terminati tion leads to to… …
- Positi
tive adult t outc tcomes
- Positi
tive tr transiti tion outc tcomes, including higher levels
- f employment
t and independent t living
- Increased community
ty parti ticipati tion
- Success in posts
tsecondary educati tion
- Increased quality
ty of life
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} Sur
Surve veyed 76 ToD ToD/H /HH
- Importa
tance of SD D
- SD
D skills ta taught t to to stu tudents ts
- SD
D skills used by stu tudents ts
- Benefits
ts of te teaching SD D
Sebald, A. (2013). Teachers of th the deaf and hard of hearing: percepti tions of self-dete terminati tion for th their stu tudents
- ts. Teach
Teacher er Ed Educati tion and Special Ed Educati tion, 36(2), 145- (2), 145-159. 159.
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Sp Specifi fic Sk Skills s Identi tified Taught t Used Used Problem Solving 96% 87% 74% Choice Making 93% 76% 75% Self-Advocacy 93% 81% 73% Independence 89% 64% 57% Self- Evaluation 87% 54% 37%
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} Self-dete
terminati tion is an inte tended focus in te teacher tr training programs.
- CEC
EC Sta tandards address self-dete terminati tion
} One-th
third of th those surveyed work as iti tinerant t and may not t have input t to to th the development t of self-dete terminati tion among th their stu tudents ts.
} As a field, we may need to
to consider th the implicati tions of Positi tive Behavioral Inte terventi tions and Supports ts (PBIS) in th the development t of self- dete terminati tion.
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} Se
Self-a f-awa warene ness/ ss/se self-k f-kno nowl wledge ge
} Choice/De
Decision-making
} Goal setti
tting/atta ttainment t
} Pr
Problem lem so solving lving
} Self-regulati
tion/self-management t
} Se
Self-a f-advo vocacy
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} Providing opportu
tuniti ties for SD D during daily routi tines
} Ex
Explicitl tly te teaching th the component t elements ts
- f SD
D
} Str
tructu turing experiences th that t require th the use
- f SD
D skills Work in small groups to discuss possible strategies that could be used in your classroom
- r home.
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} Acti
tiviti ties
} Curriculums
Curriculums
} Assessments
ts
} Inte
ternet t Resources Luckner, J.
- J. L., & Se
Sebald, A , A. M., (2013). . M., (2013). Promoti ting self-dete terminati tion of stu tudents ts who who are deaf f or ha hard of f he hearing.
- ng. American
American Annals of th the De Deaf, 158(3), 377 – – 386.
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