Thesis on "Successful Steps to Transition Through Self-Advocacy and Self-Determination"

Thesis 10 pages (2911 words) Sources: 15 Style: APA

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Self-Advocacy

Steps to Successful Transition Through Self-Advocacy Towards Self-Determination

The inclusion of disabled individuals in the general social, educational and occupational contexts which are welcoming to mainstream populations is a goal which appears to parallel the progressive orientation of our culture. Modern education shows evidence of the trend toward change, facilitating the increasing integration of individuals who are physically, emotionally or learning disabled into public and private schools. This trend has been a decidedly positive one, with legal, economic and educational strategies coming together to present an effective and productive change in the way that we contend with disabilities. Inclusive practice, which submits that educational institutions should be considered responsible for helping to assimilate disabled students into mainstream population classroom settings and for providing them with the needed support to succeed therein, presents a number of challenges to educators. Namely, the determination of the appropriate curricular methods to be applied can represent a wide range of continually evolving responsibilities for instructors. The research engaged here is designed to bring illumination to the subject of self-determination for students with special education needs in an array of contexts and pertaining to the gamut of special needs. The impetus on inclusion denotes an interest in helping students with special needs to achieve some level of comparable educational growth to those in the mainstream population. This is an interest which the research conducted here will demonstrate to be directly tied to the illustrated benefits to personal g

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rowth, intellectual development and the formulation of emotional fortitude or confidence all correlated to the enforcement of self-determination. Therefore, the research and analysis conducted here are intended to reinforce the hypothesis that constructing a special education curriculum and shaping the unique IEPs dedicated to each special needs student according to ambitions of self-determination can have a significantly beneficial impact on the educational and personal development of the student.

Background:

The literature review which is to be undertaken hereafter will consider the increasingly evident value in focusing inclusive special education according to the will, desire and interests expressed by the student. Allowing self-determination and encouraging self-advocacy have the potential not only to enhance individual engagement in one's process of education, but also begin to instill in the student a capacity for independence that will be crucial to make a transition toward secondary or occupational education. If the primary impetus of inclusive education is to actually pursue its declaimed ambitions of helping special needs students make the leap to further education or a profession, this interest in easing the transition is essential. Indeed, there is a wide range of resources available to students completing their publicly availed education which are not sufficiently utilized by families, schools or communities and there is also empirical cause to believe that there is a social impetus for refining and better illuminating these resources.

Accordingly, we find that "existing research is very persuasive on the need to improve transitions for young disabled people. It can also be used to provide clues as to the sorts of support and service configurations that need to be in place to ensure positive transitions." (Beresford, 585) This constitutes the primary impetus for the transition plan recommended here. By helping the student to actively identity his own needs, and to distill his own detectable skills, an educational institution and family can help to channel his abilities into a desirable and productive future avenue.

To consider one of the primary impulses motivating the engagement of this research, general discussion on the importance of transition services indicates that this is an area of great uncertainty in the field. For parents and special needs students alike, current conventions in the approach to special education do not work toward the interests of transition. Many of the strategies in place in public school special education, even inclusion education, are too closely focused on day-to-day successes without taking on the larger implications of education. The study by Katsiyannis et al. (1998) provides a critical assessment of special education as failing to focus on transition needs, denoting a need for goals of self-determination to be sought through strategies of self-advocacy on the part of students. This helps to highlight the problem around which our research centers, with Katsiyannis et al. indicating that "researchers, disability advocates, and practitioners have concluded that the fragmented system of services within high schools and adult services are contributing to the failure of special education to prepare these youths for the future. This sentiment of an 'uncertain' future in postschool environments is often reported by parents of students with disabilities." (Katsiyannis, 55) This uncertainty must be addressed through the tools and constructs already in place for the consideration of individual education needs.

Thus, the self-advocacy curriculum considered subsequent to the literature review will center on integrating personal interest with access to transitional support services into the disabled individual's Independent Education Program (IEP.) In many ways, this will require a paradigm shift on the part of educators, educational institutions and even for the parents of special-needs students who have collectively perceived a need to provide high level assistance and authority to said student. A degree of change in perspective will be necessary to help these important parties make the necessary accommodations while simultaneously helping the student to posit his own expectations and needs in the process.

The primary material resources required to facilitate this paradigm shift will be the principle agencies and individuals devoted to assisting the disabled person in education, occupation and life maintenance. Through an incorporation of these positive forces as lifelong instruments in the disabled person's survival and success, the IEP should play a fundamental part in helping to identify and seize upon the student's capacity for self-determination. First and foremost, the student's educational grounding must be based in the details of his IEP. Government policy represents the importance of a properly tailored course of education relating to eventual educational or vocational transition for all disabled individuals. According to the Department of Education, "the IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability." (DOE, 2) Through the proper orientation of individuals toward the options available to them by way of a self-determined IEP, we can enable students to become better acquainted with the responsibilities and realities of self-advocacy encountered upon adulthood.

Literature Review:

The benefits to individual development through the implementation of self-determination strategies of curriculum design are supported by an array of literature sources. These generally contribute to the perspective taken by the research account here that the encouragement of self-determination in special needs students will have far-reaching effects relating to socialization and life skills. This means that the prospects of self-determination and self-advocacy in curriculum are not just contained to academic goals, but that the general benefits to the individual of this approach are likely to touch on a wide array of developmental areas. Indeed, the study by Nota et al. (2007) contends that "the scholastic, vocational and social participation and integration of people with intellectual disabilities; habilitative and rehabilitative programme goals; and even the quality of life construct all reference themes pertaining to self-determination." (Nota et al., 851)

The findings of this study help to form the core of a powerful endorsement for methods of improving self-advocacy and self-determination, indicating that such methods seize on the formative ambitions of young special needs learners, improving the possibility that these learners will develop habits of independence and ingenuity to the extent possible. The emphasis in the findings of the study by Nota et al. appears to be, beyond the achievement of concrete educational goals, an interest achieving a general impact that will improve the quality of life possible for a disabled, special needs, cognitively or developmentally impaired individual.

This is a perspective which is further endorsed in the study by Mason et al. (2004), which places these same research-based views in a legal context. In the article by Mason et al., there is a direct intercession between the expectations and demands which have been imposed by legislation constructing inclusion education policies and the findings of progressive special education research today. According, Mason et al. denote that "the Individuals with Disabilities Act (IDEA) Amendments of 1997 (Public Law 105-17) required that children and youth with disabilities ages 14 to 16 be invited to participate in meetings where their individualized education programs (IEPs) are discussed, and that decisions be based on the students' interests and preferences (34 C.F.R. 300.344 (b) (1) and 300.29). Such involvement in transition and IEPs has been strongly encouraged by individuals with disabilities, advocates, researchers, and teachers." (Mason, 441)

The study by Mason et al. does go on to indicate that the approach taken by the 1997 legislation, when considered in light of currently available research, should be extended to impact a larger array of ages. The prospects and opportunities made apparent by research on… READ MORE

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Quoted Instructions for "Successful Steps to Transition Through Self-Advocacy and Self-Determination" Assignment:

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2. A curriculum development project. The project would be curriculum you have developed to teach one particular topic or content area. Some examples of areas to focus on include study skills, social skills, affective training, self-advocacy training, functional skills, career exploration, fractions, phonological awareness, and so on. Note that the curriculum components do not have to all be original documents created by you, but can be a compilation of resources you have put together in a systematic lesson format. The project would include a list of references for sources that you include that are not your own creation.

3. An in-service or workshop on a particular topic. This project would include both developing the in-service or workshop and presenting it at least once. The written part would include a description of the in-service/workshop and a summary of the presentation of the in-service/workshop (e.g., your perceptions of how it went, what you learned).

Project requirements..I've agreed to do a literature review and include a powerpoint....it's listed here

Note that for any of the scholarly project options you must complete a literature review. A literature review is an examination of the journal articles, ERIC documents, books, and other sources related to your topic. The purpose of this is to set your project in a theoretical context, making the connection between theory and practice. The number of sources for a literature review for a scholarly project are typically between three and fifteen. The literature review should be either embedded in the project or attached to the project. See the attachment regarding sources for a literature review.

The scholarly project needs to include a Literature review and a powerpoint based on the research. Lesson plans for incorporating the self determination lessons into the curriculum or classroom ideas for teachers. An example or two from the primary years to secondary and exiting school.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet don*****t seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...

Using differentiated instruction, universal backward design, and meta cognition techniques tied to standards and benchmarks to write the goals and objectives in the IEP are essential for students to find self determination success. Not just academic success but satisfaction as they transition in the adult world.

Some ideas I have been generating include explaining what the IEP is.

What is the IEP?

What is the purpose of the IEP?

What are the responsibilities of the IEP team members?

As students attend schools, parents and guardians are legally responsible for their children. The IEP is in place to help the student learn to make progress successfully towards the goals identified by the team and to show adequate yearly progress.

Of course, at early primary ages children will be dependent upon their parents or guardians and teachers. At the young age of two toddlers begin to strike out on their journey of independence labeled the *****terrible two*****s*****. Adults attempt to direct and help them learn appropriate behaviors according to the norms, mores, and laws of the societies in which they live. According to Maslow*****s Heirarchy of Need students individuals strive to meet certain biological and belonging needs. As they age those needs change. They need to gain more independence as they age. My stance is such that, students including special needs students need help identifying what they stand for at earlier ages. They need to understand who they are, where they come from, and where they want to go. Educators, parents, and those in close proximity to them help guide and foster their growth towards those needs.

Curriculum based measurements through progress monitoring and graphing will encourage students to self monitor through the use of graphing techniques.

I believe that without promoting self advocacy the student is dependent upon the parents, guardians, educators, etc. I believe there is a serious need for the student to begin to learn transition skills at an early age. It is the responsibility of the IEP team to shift more of the responsibility to the student. What is the worst that can happen when adults allow the student to identify their wants and needs. Working together collaboratively in an authoritative manner can allow students to take ownership of their education. When educators personalize the educational experience through differentiated instruction students may better understand how, math or reading, for example relate to their lives.

The title of this paper is Steps to Successful Transition through Self Advocacy towards Self determination.

Writing goals and objectives from the standpoint of self advocacy towards empowerment through self determination will foster successful outcomes based upon student interests and goals.

Yes this will involve a paradgm shift on the part of educators, administrators, parents, and students.

educators and parents Tying self-determination and self advocacy together to personalize the educational experience i

Some of the resources I have written are here. I have more I will send tomorrow.

Sources should be more current than 2002

The Journal of Special Education Volume 32/No. 1/1998 pp 55-61

Transition Services-Systems Change for youth with Disabilities

A Review of State Practices.

Antonis Katsiyannis University of Nebraska

Sharon de Fur Virginia Dept of Ed

***** Conderman-University of Wisconson-Eau Clair

Information Brief January 2007 volume 6 Issue 1

Addressing Trends and Developments in Secondary Education and Transition

Models of Collaboration and Cost Sharing in Transition Programming.

By Joe Timmons

Information Brief February 2006 volume 5 Issue 1

Addressing Trends and Developments in Secondary Education and Transition

Choices in Transition: A Model for Career Development

By Fabricio E. Balcazar, R. Noam Ostrander, and Teresa Garate www.ncset.org

Education and Training in Mental Retardation and Developmental Disabilities, 2000, 35 (4) 351-364

Promoting Transition Goals and Self-Determination Through Sudent*****s Self Directed Learning: The Self-Determined Learning Model of Instruction.

***** Agran University of Northern Iowa Utah State University

Michael L. Weheymeyer

Schiefelbusch Institute for Life Span Studies

Transition and Self Advocacy

By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones. Et al. (1999)

Article Transition Planning It*****s the Law! By ***** Johnson

Summer 2001

A Conceptual Framework of Self Advocacy for Students with Disabilities

Journal article by ***** W. Test, Catherine H. Fowler, Wendy M. Wood, Denise M. Brewer, Steven Eddy, Remedial and Special Education, Vol. 26, 2005. Journal article excerpt

Self Determination Lesson Plan starters

http://sdsp.uncc.edu/sd_lesson_plans.asp

Some of the articles from your site looked like they could be compatible and are listed here...Paper # 52257

Self-Advocacy, 2004.

This paper discusses self-advocacy as a survival tool for ?normal? children and, especially, ?special needs? children.

7,690 words (approx. 30.8 pages), 20 sources, APA, $ 167.95

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Abstract

This paper explains that self-advocacy is the state of knowing what one wants, what one is entitled to, and how one can effectively craft a path that will lead one to accomplish one?s own goals within the limitations of those entitlements. The author points out that the key to determining how well a student is serving as an advocate for himself or herself is first to understand the key dimensions that make up a person?s ability to speak up for himself or herself and then to determine how to measure progress along each one of these vectors. The paper recommends that students who are learning to be an active part of the educational process and to serve as their own advocates should be able to demonstrate an increasing level of skill in areas such as communicating with others, identifying needed accommodations and supports, and expressing hopes and wants. Long quotes.

Table of Contents

Introduction

Literature Review

Importance and Limitations of IEPs

Parents as Advocates

Unity in the Face of a Common Enemy

Operationalizing Self-Advocacy

And a Child Shall Lead

From the Paper

"This is one of the key issues that must be addressed: How does one serve as the most effective advocate for oneself without infringing the rights of others? This is one of the most difficult tasks that those working with special needs children ? and especially teachers ? face. School districts are designed (both in terms of culture as well as in terms of their ability to serve children with a range of abilities on a limited budget) to force parents to become aggressive to secure rights for their children. And once they become so aggressive, they are unable to find their footing on the very narrow line between advocacy and belligerence."

Paper # 54757

Special Education, 2004.

A look at special education programs in the United States and how they have evolved.

3,956 words (approx. 15.8 pages), 15 sources, MLA, $ 107.95

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Abstract

This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.

Definitions

Legal Definition of Special Education

Impact of Changing Demographics on Educational Service Delivery in the

United States

Creating Classroom Environments that Address the Linguistic and

Cultural Backgrounds of Students with Disabilities

Minority Students in Special and Gifted Education

Comparison of the California State and Federal Methods of Student

Classification

Legal Basis for Educational Services for Special Education Students

From the Paper

"According to the Federal Laws of the United States of America, ?Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97 300.26(a)].? The revised statutes of Arizona defines a child with disability as ?a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "

Paper # 57986

Special Education, 2004.

A review of the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by L.M. Stough and D.J. Palmer.

720 words (approx. 2.9 pages), 2 sources, MLA, $ 25.95

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Abstract

This paper discusses the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by Stough and Palmer. The paper illustrates that the identified expert teachers were fundamentally concerned about their students' performance in school, and this concern permeated how teachers perceived and responded to their students. The paper contends that concerns with student performance motivated the teachers to closely monitor student behavior and attention and to develop a hypothesis about students' states of mind. The paper explains that strategic actions the teachers took in the classroom were the product of the teachers' hypotheses, combined with frequent reflection upon their extensive knowledge of student characteristics and educational practice.

From the Paper

"Special Education is a type of education that gives hope to people with disabilities, most especially the children. There are lots of children all over the world, most especially in developing countries who are in need of Special Education. Yet, Detterman and Thompson (1997) states that effective special educational methods have yet to be developed. Further, they stressed that effective special educational methods will not be developed until; individual differences in student characteristics beyond IQ scores are recognized and understood; and educators focus on specific and realistic goals for outcome. Regarding Detterman and Thompson's opinion on how educators should be, the journal article by Laura M. Stough and Douglas J. Palmer entitled "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," could provide an insightful discussion on the topic."

Paper # 59537 Remove from Cart

Special Education High Schools, 2002.

Does high school prepare special education students for life after graduation?

9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95

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Abstract

This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.

Outline

Introduction

Literature Review

Legislative and Litigation History of Special Education

What Is Mainstreaming?

Benefits of Mainstreaming

Collaborative Education Techniques for Children With Learning Disabilities

Benefits of Inclusive Educational Settings

Challenges and Drawbacks Associated with Mainstreaming

Methodology

Findings

Discussion

Summary and Conclusion

From the Paper

"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."

Metacognition, 2005.

A paper on metacognition and the role it plays in a person's beliefs and attitude about learning and behavior.

5,015 words (approx. 20.1 pages), 40 sources, APA, $ 126.95

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Abstract

This paper explains that metacognition is defined, essentially, as what we think about thinking and that this process impacts our beliefs and attitudes about learning, which in turn, affect our behavior. The paper explains the differences between metacognitive knowledge and metacognitive experiences and emphasizes that knowledge of the metacognitive process is a valuable tool for designing curricula and establishing effective learning environments.

Metacognition Defined and Illustrated

Metacognitive Knowledge

Metacognitive Experiences, Strategies, and Processes

Development of Metacognition and Its Traits

Metacognition and Learning

Beliefs and Its Impact on Learning

Learners' Beliefs and Language Learning

Identifying Learners' Beliefs about Language

Metacognition Training in Formal Education

Metacognitive Research and Teacher Practices

Conclusion

From the Paper

"The common and therefore more simplified definition of metacognition is thinking about thinking. Metacognition falls under the umbrella of cognition, which consists of all the mental activities connected with thinking, knowing, and remembering. The two concepts differ in that cognitive skills are those required to complete certain tasks while metacognitive skills are those that determine how the tasks were executed. Researchers assert that 'metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning' (Livingston, 1). In other words, it's an individual's awareness and manipulation of his or her thinking and learning processes."

Paper # 30152 Add to Cart (You can always remove it later)

Special Education, 2002.

Looks at the growth in special education students in the American system.

10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95

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Abstract

Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.

Table of Contents:

Introduction

Increases in the Special Education Population

The Effect of PL-142 on Increases in the Special Education Population

Early Identification of Special Needs

Conditions that Qualify Students for Special Education

Placement of Low Achieving Students in Special Education Programs

Education Reforms

Pressure from Parents

Disproportionate Amount of Minorities in Special Education Programs

Disproportionate Amount of Males in the Special Education Population

Results

Discussions

Recommendations

Conclusion

From the Paper

"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."

Paper # 106467 Add to Cart (You can always remove it later)

Metacognitive Techniques in Education, 2008.

A comprehensive study proposal that aims to explore strategies for the implementation of metacognition in standardized testing.

6,258 words (approx. 25.0 pages), 84 sources, APA, $ 146.95

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Abstract

The paper discusses how metacognitive techniques are being proven to show academic improvements. The paper presents a study that aims to show academic improvements quantitatively through the examination of standardized test scores to be taken after students were exposed to metacognitive techniques. The paper presents the methods of implementing this study.

Outline:

Chapter 1: Using Metacognitive Techniques to Improve Standardized Testing

Chapter 2: What is Metacognition?

Chapter 3: Methods of Implementation

From the Paper

"It was not until researcher John Flavell burst on the scene in the late 1960's that the term metacognition was actually coined and began to receive proper attention. Flavell believed that metacognition was the process of monitoring one's conscious thoughts and actively taking steps in order to maximize the learning experience (Flavell, 1979). This new emergent theory aimed to explain how children take conscious control of their own learning, and how that control can be manipulated in order to gain sufficient material needed to solve problems and master academic tasks (Flavell, 1976)."

The project needs to include a Literature review.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet don*****t seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...

Some Conclusions that I began to think/write about include and I will need to add to them

In conclusion, the research proves that students taught to advocate for themselves are more likely to feel fulfilled and be successful as an adult.

Recommendations

Self advocacy and self determination skills assist students identification of who they are, what they are interested in academically, socially, and which direction do they intend or hope their lives will go in regards to education, work and or career, volunteering, social activities and outlets,.

Teachers need to reassess their role as educators. Being able to shift the power in the teacher student relationship is a huge paradym shift.

Empowering students to take ownership of their education will empower them to accept accountability for their actions, goals and objectives.

Creating and incorporating personal self-advocacy and self determination lessons into the curriculum and IEP will guide students towards unique appropriate chosen goals and objectives.

Collaboration and commitment amongst agencies. In order to assist students in transition adult education and social agencies need to collaborate in order to prevent the support from falling away leaving the student vulnerable and exposed to the unexpected elements.

Teaching self-determination and self advocacy skills again will teach skills that will foster independence and solutions ***** options.

it is advisable recommended that educators consider the ramifications of not teaching self determination skills.

Reflective statement

As a Special Education instructor it is especially rewarding to observe positive empowering changes in our students. Watching a student with Developmental Cognitive Delays stop, think, and decide which choice is the best or how to fix a problem they may have created.

Meta-cognition strategies are essential as students learn to self monitor and assess

*****

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