Transition in the Community: SelfDetermination in Kansas Presented at the Annual Interhab Conference

1
Transition in the Community Self-Determination
in KansasPresented at the Annual Interhab
ConferenceOctober 7, 2005
Susan Palmer spalmer_at_ku.edu 785-864-0270
Denise Poston denisep_at_ku.edu 785-864-7601
Beach Center on Disability University of
Kansas www.beachcenter.org
2
Essential Questions

• What is self-determination?
• What does self-determination contribute to
  transition from school life to community living?
• What does the research tell us about transition
  and self-determination?
• How does support for involvement of a person with
  disabilities work in real life?
• How do A.J. and Denise navigate the community to
  provide access for a good quality of life?

3
One way to characterize Self-Determination
Wehmeyer, M.L. (1996). Self-determination refers
to acting as the primary causal agent in ones
life and making choices and decisions regarding
ones quality of life free from undue external
influence or interference. A causal agent is
someone who makes or causes things to happen in
his or her life.
4
Self Determination as a Functional Outcome

• Enables individuals to become self-sufficient,
  self regulated learners.
• Empowers people to take greater control of their
  own learning and life skills.
• Increases person-centered involvement in schools
  and communities.

5
IDEA 97 Transition Services Definition
Student involvement language in IDEA
Transition services are a coordinated set of
activities for a student designed within an
outcomes-oriented process, which promotes
movement from school to post-school activities.
Transition activities must be based upon the
individual student's needs, while taking into
account the students preferences and interests.
6
Self-Determination Supports Standards-Based
Learning
Standards in many districts include
self-determination-related skills such as
problem-solving and decision-making. Instruction
in self-determination serves as an entry point to
the general curriculum for students with
intellectual disabilities.
7
OUTCOMES Essential Characteristics of
Self-Determined Behavior
PROCESS Teach Component Elements of
Self-Determined Behavior
8
Component Elements of Self-Determined
Behavior Choice-Making Skills Decision-Making
Skills Problem-Solving Skills Goal-Setting and
Attainment Skills Independence, Risk-Taking and
Safety Skills Self-Observation and
Self-Evaluation Skills Self-Reinforcement
Skills Self-Instruction Skills Self-Advocacy and
Leadership Skills Self-Awareness Self-Knowledge
9
Essential Characteristics of Self-Determined
Behavior

• Make choices and decisions as needed.
• Exhibit some personal or internal control over
  actions.
• Feel capable and act that way.
• Understand the effects of own actions.

10
Self-Determination After High School
High self-determination group was more likely to
maintain both a checking and a saving account
than the low self-determination group.
Wehmeyer, M., Schwartz, M. (1997).
Self-determination and positive adult outcomes
A follow-up study of youth with mental
retardation and learning disabilities.
Exceptional Children, 63(2), 245-255.
11
How Important Is Self-Determination?
Current Employment Status
Ex-students in high self-determination group were
more likely to be employed than their peers in
the low self-determination group.
Wehmeyer, M., Schwartz, M. (1997).
Self-determination and positive adult outcomes
A follow-up study of youth with mental
retardation and learning disabilities.
Exceptional Children, 63(2), 245-255.
12
Transition Using Self-DeterminationHelps
Students

• Learn to be advocates for themselves others.
• Become problem-solvers decision-makers.
• Be a part of their IEP team.
• Become self-regulated learners.
• Have a vision for the future set goals to
  achieve it.

13
Self determination emerges

• By enhancing capacity using component elements
  of self-determined behavior (choice-making,
  problem- solving skills).
• By being in an environment that supports choice
  and student-involvement.
• By having frequent experiences that include
  choice and student involvement.
• By providing supports and accommodations.

14
My Life, My Way Planning for Life After High
School

• AJs Dream Life
• Realities How we are getting there
• Coordinating and paying for AJs dream life
• It takes a lot of work and advocacy.

15
Marshalling ResourcesWhat Do We Have to Work
With?

• Individual Resources
• Time, money, motivation, experience, strengths
• Community Resources
• KU organizations, students, and faculty
• People and their connections
• Government benefits
• SSI
• Section 8 Housing
• HCBS

• Food stamps
• School
• Vocational Rehabilitation

16
AJs Dream Life

• Work
• Home
• Well-Being
• Friends
• Fun
• Family

17
Work AJs Dream

• I want to be a manager
• I want to write people up
• On Monday, on Tuesday, on Wednesday. . . .
• I want to earn 100
• No thank you

18
Work The Reality

• This tells us he wants
• Choice and control, authority
• Variety
• Competitive wage
• He is clear about what he doesnt want
• Behavior completing tasks and interpersonal
• Pet Store, video rental, preschool volunteer, own
  business

19
Work - Marshalling Resources

• Support from teacher and paras in current job
• Day supports, PA supports, or Individual control
  of HCBS funds can pay for job development and
  supportive employment (job coaches)
• KU Connection
• Building his work experience and skills
• How and when do we tie in vocational
  rehabilitation?
• Getting community employers to hire AJ
• How might we help AJ develop his own business?

20
Home AJs Dream

• Ill live in my own apartment with a pool and
  pets
• No lawn to mow. I want a housekeeper
• Wife and 2 children (or pretty girls) for
  roommates
• The old house in Leavenworth buy it for 100

21
Home The Reality

• Sharing a duplex with 2 men
• Only Henry the tortoise, cat with Mom, dog still
  a dream
• No lawn to mow
• Nice room with lots of space all his furniture
  and videos
• The next steps pets, roommates closer to his
  age, less in-home supports, increased skills
  (self and home care)

22
Home - Marshalling Resources

• SSI pays for his share of rent and utilities.
• Applying for food stamps.
• On waiting list for low-income housing (Section
  8) voucher. Will he have to move to use it?
• Might he want to own his own home? Programs
  available to help him buy a home in the future.
• Roommate, assistants, school staff teaching
  skills to live more independently.
• Monitoring equipment?

23
Well-Being_ AJs Dream

• I dont want to be old, sick and tired
• I am handsome
• AJ has no concrete vision in this area

24
Well-Being - The Reality

• AJs team needs to translate this for him
• How to balance his desires with health - diet and
  exercise
• Lawrence Athletic Club, monthly massage therapy,
  swimming, limit sweets and fat (low fat, sugar
  free, veggie pizzas)
• Increase his awareness and skills

25
Well-Being - Marshalling Resources

• Well-Being
• Mom pays for LAC membership and massage.
  Medicaid might be able to if they were determined
  to be medically necessary.
• Moms health insurance pays for health care.
• Hard to find doctors who accept Medicaid in
  Lawrence.
• Friends and others do more active activities
  (bike riding, canoeing, hiking, yoga).

26
Friends AJs Dream

• Margaret will marry me. Well have a boy and
  girl. A cat and a dog.
• The world is made up of 2 kinds of people --girls
  and everyone else. Only girls are worth noticing.
  

27
Friends The Reality

• Margaret is AJs friend, but not a girlfriend.
• A few other friends, but the girlfriend trumps
  all others.
• AJ can easily become obsessed with a girl
• How can he learn to value guy friends and groups
  of friends?
• Learning how to be a friend to others.
• How to encourage friendships not just paid
  supports or volunteer projects.
• Currently a weak area, but the most important in
  terms of AJs future

28
Friends - Marshalling Resources

• Teacher helps facilitate friendships at school
• KU Connection
• Natural Ties and Best Buddies
• AJ has many strengths, but behavior a major
  challenge
• Short of resources in this area.

29
Fun AJs Dream

• Playing video games
• Eating out
• Watching cartoons
• Hanging out on Mass. Street
• Buying some games
• Get my drivers license so I can go anywhere

30
Fun The Reality

• Whats wrong with letting him sit home and play
  video games?
• Everything he likes to do costs money
• Transportation public and support providers.
• AJ has interests, but seems limited
• Activities help keep AJs behavior under control,
  but if denied a preferred activity, then
  aggression may occur
• Preferred people (girls) can be motivating

31
Fun - Marshalling Resources

• AJ is learning that he has to make choices with
  his money. SSI funds do not go very far.
• Creative ideas of support people encourage him
  to try new things.
• Looking for a replacement for high school dances.
• KU Connection next year open up new
  opportunities.

32
Family AJs Dream

• Mom, you come and take me out
• Mom, I hate you
• Dad come to Lawrence, visit me here

33
Family The Reality

• Mom linked to AJs obsessions and aggressive
  behavior
• Establishing new ways of being together -
  contact, but not too close
• AJ visits Dad in TX at holidays. Enjoys, but says
  he doesnt want to go.
• Planning for future planned family, not just
  blood family.

34
Family - Marshalling Resources

• Moms role changing from managing daily life to
  helping AJ set vision for future
• Keeping connected with family (other than Mom)
  takes effort
• What role will his brother take in his future?
• How do we integrate modest family financial
  resources without compromising AJs benefits?