Self Determination

KEYS TO INDEPENDENT LIVING

It can be quite amazing when you have two students with evaluation profiles that are fairly similar yet you can tell that one is going to be able to create a life for themselves while the other seems destined to being maintained in a life that others create for them. Where do they find the energy, motivation and drive ? Self determination can go a long way in creating energy, motivation and drive. In fact, research shows that students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Wehmeyer & Schwartz, 1997).

Self-determination is not achieved simply because an individual has certain requisite knowledge and skills. It is only when every opportunity is seized and the student is encouraged and supported to use and practice  those skills and information  whether in an academic, social, or other context that self determination can manifest. The Self Determination Fairy does not descend on a 21st birthday. That self determination is achieved through the assumption of competence by those working with the student and their efforts to support them over time

 SELF DETERMINATION - A TRANSITION CONCEPT

Self-determination is a transition concept reflecting:

• The belief that all individuals have the right to direct their own lives.
• Concepts of free will, civil and human rights, freedom of choice, independence, personal agency, self-direction, and individual responsibility.
• An assumption that people have inborn tendencies to grow and develop psychologically, to strive to master challenges in their environment, and to integrate experiences into their self-concept.
• An assumption that human tendencies are fully expressed only within a supportive social context.
• A concept that key people and environments provide a context conducive to self-determination for it to develop. They need to remove barriers to self determination and provide needed supports.
• Skills that include - attitudes and abilities required to act as the primary causal agent in one’s life and to make choices regarding one’s actions free from undue external influence or interference” (Wehmeyer, 1992).

WHAT DOES IT LOOK LIKE:

• Someone who has self determination skills acts autonomously, regulates his or her own behavior, initiates and responds to events in a manner indicating psychological empowerment, and behaves in a manner that is self-realizing. That is, the person acts in ways that make positive use of knowledge and understanding about his or her own characteristics, strengths, and limitations (Wehmeyer, Kelchner, & Richards, 1996).

A self-determined person is one who sets goals, makes decisions, sees options, solves problems, speaks up for himself or herself, understands what supports are needed for success, and knows how to evaluate outcomes (Martin & Marshall, 1996).

SELF-DETERMINATION SKILL LIST

• Choice making
  picking or deciding between two or more possibilities
• Communication skills
  ability to express needs and wants
• Decision making
  deliberately gathering information, and assessing alternative resolutions
• Disability Awareness
  recognizes how disability challenges them, self-identify and identify supports needed
• Efficacy expectations
  belief that a specific behavior will lead to an anticipated outcome
• Emotional Awareness
  aware of one’s own emotions and the emotions of others
• Exploration of Possibilities               
• exploration, curiosity, use of senses
• Flexibility
  adapts to fluctuating situational demands, shifts perspective, balances competing desires, and needs
• Goal setting & attainment
  setting the goal, plan, implement, and measuring success
• Independence
  ability to do tasks without prompts
• Internal locus of control
  belief that one has control over outcomes that are important
• Intrinsic motivation
  behavior that is driven by internal rewards, behavior arises from within because it is naturally satisfying
• Leadership
  ability to influence or organize peers
• Problem solving
  includes decision-making and choice making are part of process.
• Reasonable Risk Taking
  Make choice, listing risks, benefits, and consequences of choice, problem solving

Self monitoring
monitoring one’s own actions, includes self regulation

Self-advocacy
ability to speak up or defend a person, self-representation, assertiveness, and problem solving

• Self-awareness
knowing one’s strengths, weaknesses, abilities, and limitations, preferences, and needs - knowing how to use these unique attributions to positively impact one’s life.

• Self-efficacy
belief that one can successfully execute the behavior required to produce a given outcome

• Self-Esteem
sense of belonging within communities, ability to contribute, individuality, and independence

• Self-instruction
using their own verbal prompts for solving problems

• Self-regulation
self-observation, self-evaluation, self-reinforcement

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.