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


'Wife and 2 children (or pretty girls) for roommates' ... made up of 2 kinds of people --girls and everyone else. ... AJ can easily become obsessed with a girl ... – PowerPoint PPT presentation

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

Transition in the Community Self-Determination
in KansasPresented at the Annual Interhab
ConferenceOctober 7, 2005
Susan Palmer 785-864-0270
Denise Poston 785-864-7601
Beach Center on Disability University of
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?

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.
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.

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.
Self-Determination Supports Standards-Based
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.
OUTCOMES Essential Characteristics of
Self-Determined Behavior
PROCESS Teach Component Elements of
Self-Determined Behavior
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
Essential Characteristics of Self-Determined
  • Make choices and decisions as needed.
  • Exhibit some personal or internal control over
  • Feel capable and act that way.
  • Understand the effects of own actions.

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.
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.
Transition Using Self-DeterminationHelps
  • 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.

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.

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

Marshalling ResourcesWhat Do We Have to Work
  • 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

AJs Dream Life
  • Work
  • Home
  • Well-Being
  • Friends
  • Fun
  • Family

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

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

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
  • Getting community employers to hire AJ
  • How might we help AJ develop his own business?

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

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)

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?

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

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

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
  • Friends and others do more active activities
    (bike riding, canoeing, hiking, yoga).

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.

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

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

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

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

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

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

Family The Reality
  • Mom linked to AJs obsessions and aggressive
  • 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.

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?
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