Marybeth


 * Discussion Posting Module 6**

Self-advocacy, person-centered planning, and self-determination are all connected in that a person is self-determined by making choices and decisions for themselves, then advocating for the resources, support, and opportunity to carry out those choices, which can be discusses and planned through a person-centered planning approach. This was a tough sentence to develop, and I hope I made the correct distinctions. I think it is important to understand how these concepts are related and it helps to see that explicit instruction in these skills is essential in order to carry out the PCP, and work toward goals that are important to the individual. This week, I had the opportunity to attend the national school psychology conference, and I was very happy to be involved in a couple of workshops related to transition planning. One of them was discussing a study that reviewed what post-secondary institutions wanted most from students with disabilities who attend their institution. One of the most important skills they identified was self-advocacy.


 * //From Joe - can you tell us more about that study? Who were the authors and what was the methodology? I've been part of, and have run some interviews with disability service personnel, and this idea comes up very quickly and frequently!//**


 * Discussion Posting: Module 5**

Self Determination is absolutely important to my students at the high school. I have noticed this most recently by talking to some students who do not want to take a certain course that is required for students who receive special education services to take. I believe this Study Skills course is useful for some students, however I do not think it is appropriate to put all students in the course, soley based on their special education eligibility status. After reading through the materials in this module, I think the students’ required participation is teaching them that they do not have a choice when it comes to certain decisions in their life. They feel that they could be using that time to take a class of interest, like art or photography or auto mechanics. Self Determination is also important to my students who are planning for their future. No matter what they decide to do after high school, having a sense of self-determination and being able to self-advocate will be a crucial skill for them to have.

I think I can definitely infuse my work with students with Self Determination curriculum. I am involved in initial and triennial assessments. From the DCDT’s position paper, I have a better understanding of how to incorporate self determination into this practice, however I think many schools have a pretty strict culture of what ‘assessment’ means, and do not think I would be able to incorporate student choice to the extent that this paper suggested. Normally a school psychologist in a public school has a very large number of assessments to complete ach year in order to be in compliance with state and federal laws, so I am not sure if the student involvement outlined in the paper would be realistic, however, I do agree that they should be more informed about what the assessment will be used for and the results and data which results from the assessment. I also really like the idea of helping students become more involved and eventually running their PPTs. Again, I don’t think having ‘refreshments and friends’ at a PPT, as suggested by the DCDT, would be very realistic, at a large high school, but working with students on the proper steps and procedures to running the meeting is great, and I think it would prove to be an excellent way to help the student practice advocating for him or herself. Students often feel overwhelmed walking into a room with a bunch of adults, and get nervous when everyone starts talking about them, many times as if they are not in the room. Helping the student be more of a voice in these meetings would also help the adults in the room bring the focus back to what the student wants and prefers.

// This is Joe - nice work with your posting. Isn't it more than a little ironic that students are being forced to take a class that might help to teach SD skills? And why is this offered only to students with disabilities? This isn't unusual to your school, but it is something that many students need help with, not just those with disabilities. And by opening it up, would it reduce the stigma, and enhance the appeal? In regard to the student involvement in the IEP, there is more to come in Module 9. I'll look forward to seeing what you think. //