| Contents |
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. |
