基本説明
Presents research-proven instuructional strategies that empower special needs students at all grade levels to make their own decisions.
Full Description
"There is not available a more comprehensive book in the area of self-determination."
—Melinda Pierson, Department of Special Education
California State University, Fullerton
"Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula."
—Marianne Mooney, Senior Research Associate
TransCen, Inc., Post-Secondary Learning and Careers
Give students with disabilities powerful tools for success in school and in life!
Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions.
Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to:
Encourage students to become their own advocates by practicing assertive behavior
Use needs-assessment techniques to determine the level of instruction required for each student
Teach effective choice making, problem solving, and goal setting
Support both families and fellow educators in their efforts to teach self-determination skills
Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!
Contents
Preface
Acknowledgements
About the Authors
1. 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
2. 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
3. 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
4. Schoolwide 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 Relationsips 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
5. 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
6. 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
7. Assessing Student Needs and and Evaluation Program
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
8. Family Support for Self-Determination
How Families Impact Student Self-Determination
Strategies and Resouces 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
9. 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
References
Index
