Self-determination resources
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Here's my collection of resources connected with self-directed IEPs and self-determination. If a link doesn't work, try removing any blank spaces from the address. If it still doesn't work, let me know. Start early: http://web.uccs.edu/education/special/self_determination/cme m_elementary.html - how to help elementary school students participate in school conferences. http://www.nlconcepts.com/autism-teacherletter.htm - a form for the child to fill out about himself. I'd like to find more for the elementary school level, which is where you build the foundations of the self-determination skills you need for participating actively in the IEP process. It's not all or nothing: Participating in the meeting isn't "all or nothing" -- there's a continuum of involvement, and different ways the student can prepare and share (for example make a poster of likes and dislikes). You can find lots of ideas and tips under "Continuum of Student Involvement" at the following website: http://classroom.leanderisd.org/webs/sped/student_centered_a rd_process.htm- various resources from Leander ISD. Includes agenda forms and powerpoint templates for students to use when leading their own meetings. Comprehensive websites: http://www.studentledieps.org/ - free booklets, checklists and templates related to student-led IEPs. A very good place to start when looking into student-led IEPs. Just click on "training" on the menu to get to the long list. http://www.alaskachd.org/toolkit/content/Speak_Up_CD/index.h tml - Here's a website called "Self-Determination Toolkit" with excellent free lesson material. The "Speak Up Guide" includes 7 chapters: Knowing Yourself, Communication/ Assertiveness, Problem-Solving, Rules/Rights/Responsibilities, Self-Advocacy/Self-Determination, Starting a self-advocacy group, and Being a Part of the community. http://www.alaskachd.org/toolkit/content/Lessons/index.html - This is part of the above website. There appears to be some overlap in material between the "Speak Up Guide" and the section labelled "Lesson Plans", but I wanted to give the direct link to the lesson plans because the "What is special ed?" and "Life after school" sections are unique. http://www.ctserc.org/transition/A%20Special%20Educational%2 0Journey%20from%20Self%20Discovery%20to%20Advocacy.pdf " An Educational Journey from Self Discovery to Advocacy: A Handbook for Students" from Connecticut State Department of Education. Excellent curriculum, with Section 4 devoted to participating in IEP meetings. The learning style inventory on page 7 is AWESOME, as is the checklist of potential accommodations on page 35-36. These would be of great help in preparing for the meeting, since as we know kids with autism aren't always good at answering open-ended questions and coming up with options -- much easier to weigh a list of alternatives. http://www.nichcy.org/stuguid.asp - Free download of award-winning publications by the National Dissemination Center for Children with Disabilities. The first set is the most relevant -- it includes a booklet called "A Student's Guide to the IEP" which explains what an IEP is and how the student can contribute, written for the middle school/secondary level plus "Technical Assistance Guide: Helping Students Develop Their IEPs" for parents and professionals. The second set is about jobs and the third set is more general about contributing to one's own success in life. http://www.nichcy.org/pubs/order.htm - as above, but in printed form or CD audio (for those with reading challenges). They only cost $5. http://www.ode.state.or.us/gradelevel/hs/transition/selfdete rmination.pdf - A booklet from the Oregon Department of Education. Lots of teacher-made worksheets for students and parents to fill out to plan for transition to adult life (starting on page 25), but extra relevant for this topic is a comparison of 8 resources for teaching self-determination (planning and attaining their own IEP goals). They tell you cost, time to complete the curriculum, etc. http://www.wrightslaw.com/info/self.advocacy.htm - Links from Wright's Law Miscellaneous: http://www.vcu.edu/rrtcweb/techlink/GEB/hughes/handouts/431b .pdf - self-assessment checklist for after the meeting. http://www.vcu.edu/rrtcweb/techlink/GEB/hughes/handouts/442b .pdf - choice making self-check worksheet, which might help plan how to meet various goals. http://www.glenncoe.org/__programs/__special_education/docum ents/SelfDirected_IEP.pdf - how to lead your own IEP meeting, step by step. Includes checklist at the end for assessing how well you did at the meeting. http://www.dcdt.org/pdf/DCDT_Fact_Sheet_IEP_Process.pdf - a fact sheet apparently endorsed by the Council for Exceptional Children. http://www.uncc.edu/sdsp/resource_list/allen.pdf - This one tells how to run mock meetings and real meetings, giving them a predictable structure and prompting the student's participation is prompted (the other links I found above were for the student himself LEADING the meeting). The curriculum is not included, but it's called Choicemaker (ca. $120) and seems to be a popular choice. It's been mentioned in other websites. http://www.isbe.state.il.us/spec-ed/html/transition_video.ht m - Series of videos from the Illinois State Board of Education on how to prepare students for transition to adult life. Includes some hand-outs you can use. I especially liked the "Understanding Learning Styles" checklist (to be filled out by teacher, classmate and self, see Module 2) and "It's My Life" student workbook. Any resources to add or experiences to share? Today I have a parent-teacher conference, and at our school children are expected to attend from grade 3 and up. We're supposed to talk with our kids about school beforehand, which is like pulling teeth (I'm sure you can relate). But I feel it's very important that he learn to have a voice in his education. The learning style checklists posted above were still too advanced, so I made my own form. I asked my son about each subject (including homework) and had him point to a smile, neutral face or frown. I asked why he chose that face and tried to delve a little deeper. I did the same for other aspects of his school day, such as recess, lunch, bathrooms, classroom environment, ability to keep track of personal belongings, etc. And finally his overall satisfaction with school. Here are some examples so you can see how I did it:
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