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Self-

Determination

Self-Determination Resources

A Student’s Guide to the IEP and Technical Assistance Guide: Helping Students Develop Their IEPs

NICHY

A brief overview of the IEP. Students learn what to do before, during, and after the IEP/Transition IEP meeting. These publications are most appropriate for middle and secondary students. They may be used with students functioning at independent and supported levels as well as with students participating in the general curriculum with accommodations.

The National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013
800-695-0285

Become Your Own Expert! Self-Advocacy Curriculum for Individuals with Learning Disabilities

Winnelle Carpenter

Teaches self-advocacy skills to secondary students with learning disabilities. Lessons taught include identifying student strengths and needs, learning styles, setting goals for school and post-school education and training, and classroom and workplace accommodations. The curriculum was designed as a one-semester course, and includes a student manual. It is most appropriate for students at the secondary level participating in the general curriculum with accommodations. Some Florida educators have reported using sections of the curriculum with secondary students functioning at the independent level.
Positive Learning Consultants
P.O. Box 202065
Bloomington, Minnesota 55420
(952) 854-4935

ChoiceMaker Self-Determination Curriculum: Choosing Employment Goals, Self-Directed IEP, Choosing Education Goals, Choosing Personal Goals, Take Action, and Choose and Take Action

James E. Martin, Laura Huber-Marshall, Laurie Maxson, and Patty Jerman

Designed to teach students in general and special education to choose, express, and take action toward goals in all areas of their lives. Choosing Employment Goals teaches students to set employment goals by considering their interests, skills, and limits. Self-Directed IEP teaches students to participate in and lead their own IEP meetings. Choosing Education Goals guides students through course planning and facilitates planning for postsecondary education. Choosing Personal Goals teaches students to set personal goals. Take Action teaches students to act on their goals. Each component contains one or more videos, an instructional guide with lesson plans, student workbooks or replicable workshops, and student assessments. Choose and Take Action is a program containing software, lessons, and community-based experiences that assist students with disabilities in identifying job preferences. These products have used primarily with middle and secondary students, but have occasionally been adapted for elementary students. These products have most frequently been used with students participating in the general curriculum with accommodations and with students functioning at the independent at supported levels. Some components may require adaptations for use with students functioning at supported levels. Florida’s Standing Up for Me curriculum uses the eleven steps of Self-Directed IEP as the basis for teaching IEP skills.
Sopris West
1140 Boston Avenue
Longmont, Colorado 80501
800-547-6747

Dare to Dream Revised: A Guide to Planning Your Future

Florida Department of Education, Bureau of Exceptional Education and Student Services

Designed for middle and secondary students with disabilities. The guide stresses student involvement in transition planning. It is an excellent pre-planning tool for students to identify their strengths, preferences, and needs in the areas of post-school adult living, employment, social, and community areas. Students also develop their desired post-school outcome statement using the guide.
The Clearinghouse/Information Center, Florida Department of Education, Florida Education Center, Suite 622, Tallahassee, Florida 32399-0400
(850) 245-0477 Suncom: 205-0477
Fax: (850) 245-0987
Email: cicbiscs@flode.org

Dare to Dream for Adults

Florida Department of Education, Bureau of Exceptional Education and Student Services

Assists adults with disabilities in identifying interests, accomplishments, and needs; setting goals; and obtaining the necessary supports and resources to reach their dreams. This is an ideal resource for secondary students with disabilities who have previously used Dare to Dream Revised, and are ready to move to another level of transition planning.
The Clearinghouse/Information Center, Florida Department of Education, Florida Education Center, Suite 622, Tallahassee, Florida 32399-0400
(850) 245-0477
Suncom: 205-0477
Fax: (850) 245-0987
Email: cicbiscs@flode.org

It’s My Life Preference-Based Planning for Self-Directed Goal Meetings Facilitator’s Guide and Goal Planner’s Workbook

I Want My Dream and New Hats Decks

Emilee Curtis
New Hats, Inc.

Teaches students to take an active role in decision making, self-advocating, and developing their own plans and goals. Decks of over 100 cards suggest ways to have fun, learn, and continue to grow. The curriculum suggests strategies toward a shift from teaching to facilitating students’ efforts to meet their goals.

Florida educators have reported using this curriculum most frequently with middle school students at all levels, and with secondary students functioning at the supported level.

New Hats, Inc.
HC 64 Box 2509
Castle Valley, UT 84532
(435) 259-9400
Fax: (435) 259-2209

Standing Up for Me

Florida Department of Education, Bureau of Exceptional Education and Student Services

A Florida curriculum designed to teach key self-determination concepts to students with disabilities. While most self-determination materials target middle and high school students, Standing Up for Me includes lessons and suggested resources for elementary, intermediate, middle and high school levels. The curriculum may be used for students at any functioning level; however, lessons will need to be significantly adapted for students functioning at the participatory level (e.g., significant cognitive disabilities) and for some students functioning at the supported level. This exciting curriculum encourages students to increase their involvement in the planning of their education and lives, develop self-advocacy skills necessary to be successful, develop an understanding of their strengths and needs, establish goals, and develop a plan for accomplishing goals. Built upon the eleven steps of ChoiceMaker: The Self-Directed IEP, the lessons also help students to understand the IEP or Transition IEP process, participate in IEP or Transition IEP meetings, and take an active role in the implementation of their own IEP or Transition IEP. Training materials, including a PowerPoint, script, and supplemental resources have been developed and will be made available to Florida educators. The Clearinghouse/Information Center, Florida Department of Education, Florida Education Center, Suite 622, Tallahassee, Florida 32399-0400
(850) 245-0477
Suncom: 205-0477
Fax: (850) 245-0987
Email: cicbiscs@flode.org

Steps to Self-Determination

Sharon Field & Alan Hoffman

A curriculum designed to promote student self-determination. Students develop an awareness of strengths, interests, and needs, as well as rights and responsibilities. The curriculum also covers assertive communication, conflict resolution, and problem solving. The package includes an instructor’s guide, student activity book, and pre/post assessments. This curriculum may be used with middle and secondary students. It has been used primarily in Florida with students participating in the general curriculum with accommodations. It has also been used with students functioning at the independent level. Pro-Ed, 8700 Shoal Creek Blvd., Austin, Texas 78757-6897
1-800-897-3202
1-800-397-7633

The Self-Advocacy Strategy for Education and Transition Planning

Anthony K. Van Reusen, Candace S. Bos, Jean B. Schumaker, and Donald D. Deshler

a motivational strategy students use to prepare for and participate in the IEP/Transition IEP meeting. Strategies teach students how to get organized prior to the meeting and communicate during the meeting. Students use the acronym I-Plan to remember the five strategy steps. This package is part of the Strategic Instruction Model from the University of Kansas. This publication is most appropriate for students receiving their education in the general curriculum with accommodations, but may be extended to students functioning at the independent level. It may be used with all ages. It has been widely used by Florida educators.

Edge Enterprises, Inc.,
P.O. Box 1304,
Lawrence, Kansas 66044
(785) 749-1473

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