Arkansas Transition Services

Self-Determination/Self-Advocacy

1. Utilize a student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy.

 2. Collaborate with general education teachers to embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills.

 3. Teach students to self-monitor self-determination skills (e.g., accommodations and modifications) and provide opportunities for students to practice the self-monitoring strategy.

**As you work with students, take into consideration the cultural nuances involved in teaching self-determination skills and providing opportunities to develop self-determination to students from CLD backgrounds.

 4. Ensure all students, including those with significant disabilities, have a functional communication system to engage in choice making, problem-solving, goal setting, taking initiative to reach goals, and accepting consequences for one’s actions.

 5. Conduct age-appropriate transition assessments in order for students to learn about themselves, set goals, solve problems, use information, make decisions, and to identify long-range goals.

 6. Provide opportunities for students to develop self-awareness by engaging in honest and respectful discussions with students about their self-determination assessment responses.

 7. Provide direct instruction in self-determination using a structured curriculum or evidence-based instructional strategy, with guided practice in natural school and community-based settings.

 8. Foster the development of students’ leadership skills.

 9. Expect and support students to make many routine choices for themselves through the course of a school day.

 10. Work collaboratively with students to facilitate achievement of their goals by informing them of their options and the potential consequences of their choices.