Running Project 2

Colleen M. Hall

The University of Kansas

RP2 2

Running Project (Student Involvement)

Based on the QI-2 survey, the interview with the child study team, and the transition

coordinator, it appears that the student involvement domain could benefit from a revamping. This

domain is the one in most dire need of support, because our goal is to provide a student-centered

transition process. In order to achieve this goal, it is imperative that we increase student

involvement. In the survey, it was clear that CCSN is lacking in providing students with the

opportunity to express the self-determination they are being taught. We are creating a culture of

passive students who could benefit from leading their IEP meetings, advocating for

modifications and accommodations, and above all expressing their future plans and goals so we

can assist them properly.

Research I collected regarding self-determination provided me with new strategies, and I

learned about interesting data based on the information in the journals. In the article Putting Self-

Determination into Practice (2004), they discuss the various concepts that should be included in

self-determination curricula such as setting goals, self-efficacy, and self-instruction. Creating a

learning environment that focuses on these important attributes can lead to increased student

involvement during transition and IEP meetings. Due to the vague definition in the IDEA

amendment, the expectations of transition planning in schools vary greatly. I discovered through

my research that schools that prepare their students to run their transition meetings have a higher

success rate of completing their goals (Zhang & Stecker, 2001) The common thread running

through all of the articles was the importance of starting self-determination strategies at an early

age in order to prevent the students from developing a helpless mindset.

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In addition to the journals, some of the most useful information our staff could provide to

the students about self-determination came from reputable websites. Imdetermined.org provides

students with disabilities with testimonials from other students, step-by-step guidance on how to

run a transition or IEP meeting, and with culturally specific organizations that could cater to

specific groups such as African-American boys with disabilities. Equally important is

selfadvocacyonline.org which promotes various areas of independence and self-determination.

They focus on a plethora of facets including relationships, finance, health, and self-

determination. Their goal is to also assist the youth in collaborating with like-minded people to

strengthen a student’s ability to be their own advocate. The final website I enjoyed reviewing

was selfdetermination.org. This site furnishes students with a self-determination survey that

helps them to see their areas of strengths and areas in need of improvement. I thought this

assessment could be extremely helpful for an adolescent’s transition-planning.

Overall, the information I have attained would be very useful in implementing self-

determination curriculum that utilizes evidence-base strategies that have been tested for validity.

The curricula could be invoked in multiple subject areas, and an additional class could be

devised to focus on certain schemes. In addition to using the evidence to guide instruction, it

could also be part of an in-service to promote a schoolwide initiative of fostering an environment

that encourages self-determination. The ultimate outcome would be a district that features

student-centered IEP and transition meetings that are led by the youth as the norm.
RP2
Literature Review Table (please use this template for your assignment)
Study (APA
Citation)
Zhang, D. & Stecker,
P.M. (2001). Student
Involvement in Transition
Planning: Are We There
Yet? Education and
Training in Mental
Retardation and
Developmental
Disabilities, 36 (3), 293-
303.
Karvonen, M., Test, D.W.,
Wood, W.M., Browder, D.,
& Algozzine, B. (2004).
Putting Self-Determination
Into Practice. Exceptional
Children 71 (1), 23-41.
Tables
Purpose(s) of Study
1) Researchers evaluate
self-determination in
individuals with
disabilities and how it
attributes to their
involvement planning
and implementation of
transition services.
2) The study centered on
student self-
determination behaviors
before, during, and after
the transition meeting.
1) The research was
conducted to identify
programs that promote
self-determination in
students with disabilities.
2) Recommendations and
strategies to improve
self-determination were
discussed.
4
Key Findings
 7 key areas of self-
determination
 32% of the
participants reported
that the teacher or
IEP team did not
consider them in the
transition planning
 Barriers in student
involvement for
transition planning
are “learned
helplessness” from
the students and the
belief that students
with disabilities do
not have the mental
caliber and desire to
lead their transition
meeting(s).
 Self-determination is
a critical skill that
increases success in
adulthood
 The findings showed
that only 8% of the
participating teachers,
administrators, and
associated staff were
satisfied with the
approach they were
using to teach self-
determination.
 Person-centered
planning and
community –based
activities for
adolescents were
suggested for special
education staff and
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Study (APA
Citation)
Thoma, C. A., Rogan, P., &
Baker, S.R. (2001). Student
Involvement in Transition
Planning: Unheard Voices.
Education and Training in
Mental Retardation and
Developmental
Disabilities, 36 (1), 16-29.
5
Purpose(s) of Study Key Findings
transition
coordinators.
 The special education
teacher in the study
prepares students for
the transition meeting
by guiding them
through mock
meeting rehearsals.
1) The evidence-based  Youth need to have a
study involved students greater role in
with moderate, severe, or organizing planning
multiple disabilities with meetings and creating
their contribution during future goals.
their senior year  The philosophy
transition planning. behind student-led
2) Self-determination meetings is that
strategies are offered to students learn to
increase the engagement make decisions,
of adolescent’s future problem-solve,
goal planning. advocate for
themselves, and
determine the
supports they require
to be an active
participant in life
planning.
 Students should also
be encouraged to
invite an advocate,
which is someone
who would increase
their comfort level.
 Successful transition
outcomes match
student interests,
preferences, skills,
and needs.
RP2
Website Review Table
Website (APA Citation)
Self-determination Inventory: Self- Audience: The audience is
Report (SDI:SR) Student Report
Guide. (Dec. 1, 2018)
Retrieved from:
selfdetermination.dept.ku.edu
Why Future Planning is Important
(Dec. 1, 2018)
Retrieved from:
selfadvocacyonline.org
2016 MOVE_OC
(Dec. 1, 2018)
Retrieved from: imdetermined.org
Audience, Focus, &
Description of Resources
( D~R)
comprised of youth, parents,
and teachers.
Focus: The focus is on
assessing, measuring, and
collecting data about self-
determination that guides
student supports in various
areas of self-determination.
D~R: The resources consist of their results, which they
an assessment guide that
explains self-determination
strategies.
Audience: The intended
audience is 9 years old and
above.
Focus: The focus is
informational text and video
on how to improve advocating the videos I suggested,
for yourself and others.
D~R: The resource videos
that will benefit someone
attending transition and IEP
meetings are Speaking Up,
Getting Organized, and
Employment.
Audience: The audience is
youth, parents, and educators imdetermined.org
Focus: The primary focus is
supporting student’s
instruction and opportunities
to practice self-determination. One of the videos I
6
Summary of Navigation
When a student reaches
the website they can
scroll down and read the
definition of self-
determination. They can
also read about the self-
determination survey or
click on a button that
takes them to the
survey. After the survey,
they can print or save
can then analyze to
create a plan to
strengthen certain areas
of self-determination.
On the
selfadvocacyonline.org
homepage there is a link
that provides a tour of
the website on the top
left. In order to access
you can also click the
“view stories from
advocates” button.
When entering the
website, a student can
explore videos that
explain what it means to
have self-determination.
came across under the
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D~R: Some of the many
resources include videos
promoting advocacy,
documents (e.g. goal planner,
one pager, IEP participation
rubric), and cultural support
groups.
7
youth tab is called the
MOVE Program. They
support African-
American boys with
disabilities in high
school. This group
furnishes the students
with mentors that help
them set goals and plan
for the future.
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RP2 9

References

Zhang, D. & Stecker, P.M. (2001). Student Involvement in Transition Planning: Are We

There Yet? Education and Training in Mental Retardation and Developmental Disabilities, 36

(3), 293-303.

Karvonen, M., Test, D.W., Wood, W.M., Browder, D., & Algozzine, B. (2004). Putting

Self-Determination into Practice. Exceptional Children 71 (1), 23-41.