week 4 dq 1 responds classmate 50 words or more each one

 

Week 4 DQ 1 responds to classmate

 

Review the posts of several of your classmates.  Respond to at least two of your peers as if you were the novice teacher to whom they are providing advice.  What questions might you ask to clarify how to teach self-determination skills?  What challenges do you anticipate in teaching self-determination skills for which you might need additional support and advice?  Be sure to check back to your own initial posts to continue the dialogue with peers who responded to you.

 

Classmate # 1 is Valerie McCullers

 

In acting in the capacity of a special education teacher at the request of my administrator to support a novice teacher who has never heard the term self-determination I would explain that self-determination refers to the process of making things happen in one’s own life.  Self-determination action involves the capacity, the needed supports and the opportunity provided for making choices, setting goals, solving problems and making decisions.  I would further explain how important it is for all children with disabilities to develop these skills because it goes beyond just individual abilities.  It frequently requires both family advocacy and self-advocacy in order to support a desired quality of life over time.

 

  One strategy I would suggest to the novice teacher to help promote and teach choice making skills through classroom instruction would be to allow students to choose from a variety of learning activities.  For example; for a book report, choices could include preparing an oral presentation, a collage, a computer presentation, or a skit based on a portion of the book.  Another strategy could be to encourage students to choose their own materials for a project and lastly, to teach students to make informed choices and provide them with the necessary information to do so.

 

  I would leave the novice teacher with this quote, “Disability is a natural part of the human experience and in no way diminishes the rights of individuals to live independently, enjoy self-determination, make choices, contribute to society, pursue meaningful careers and enjoy full inclusion and integration in the economic, political, social, cultural and educational mainstream of American society.” (Rehabilitation Act Amendment, 1992).

 

Reference:

 

Rehabilitation Act Amendment of (1992) Section 2; (a)(3)(A-F)

 

 

 

Classmate # 2 is Rebecca Fluck

 

Self-determination is to help students with disabilities be able to transition to adult lives and live a positive quality of life. Not only is it for their future as adults, but also can be used as young students. Self-determination helps individuals learn to be able to make decisions and choices without others interfering. Self-determination can help a child be more involved in their education, and be advocates for themselves. (Suk-Hayan, L. Palmer, S. Turnbull, A. Wehmeyer, M. 2006, p. 36-38).

 

The first thing a teacher needs to do to help a student learn self-determination is to get the family involved. Home is the primary setting where a child learns to be independent or self-determined. Teaching a student using the self-determined learning model is one strategy. The student should learn to identify a problem first, and then identify solutions, and barriers. The student needs to set personal goals and then track their progress. Once the student sets a goal, they need to create a plan and then take action. Latter, reflection should be done to see if their plan worked or not and if their needs to be any changes (Suk-Hayan, 2006, p. 37-38). Helping individuals learn these strategies not only helps the child have a positive quality of life by improving academics, and being able to transition into adult life, but it also helps families have a more positive quality of life too (Suk-Hayan, 2006, p. 40).

 

 

 

Suk-Hayan, L. Palmer, S. Turnbull, A. Wehmeyer, M. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. Teaching Exceptional Children, 38(3). Retrieved from Ashford University Library, Ebscohost database.