"I Can" and "I Did"--Self-Advocacy for Young Students with Developmental Disabilities

Autor/inn/en	Kleinert, Jane O'Regan; Harrison, Elizabeth M.; Fisher, Tracy L.; Kleinert, Harold L.
Titel	"I Can" and "I Did"--Self-Advocacy for Young Students with Developmental Disabilities
Quelle	In: TEACHING Exceptional Children, 43 (2010) 2, S.16-26 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Mental Retardation; Developmental Disabilities; Self Advocacy; School Personnel; Self Determination; Special Needs Students; Youth Programs; Models; Teamwork; Goal Orientation; Self Management; Program Descriptions; Strategic Planning; Individualized Education Programs; Kentucky + Suchen Sie Ihr Suchwort? Geistige Behinderung; Entwicklungsstörung; Selbstbehauptung; Schulpersonal; Selbstbestimmung; Sonderpädagogischer Förderbedarf; Jugendsofortprogramm; Analogiemodell; Zielorientierung; Zielvorstellung; Selbstmanagement; Strategy; Planning; Strategie; Planung; Individualized education program; Individualisierendes Lernen
Abstract	Self-advocacy and self-determination include the abilities to select personal goals, plan steps toward goals, assess one's progress, make choices, and self-monitor and self-evaluate one's behaviors. These are important skills in both current and future environments. Unfortunately, youth with significant intellectual and developmental disabilities often lack the opportunity to participate in the decisions that affect them on a daily basis. Even when opportunities for self-determined behaviors do arise, youth with significant disabilities often do not display these behaviors in the context of their school and everyday routines. How can their self-advocacy skills be strengthened? What can teachers and administrators do to support this growth? This article describes the step-by-step procedures utilized by the Kentucky Youth Advocacy Project (KYAP) team to train both students with disabilities and school personnel to increase self-advocacy and self-determination--and to support these skills with the development of strong communication systems. The KYAP approach is adapted from an evidence-based model for teaching students to identify, plan, and implement self-selected goals: the self-determined learning model of instruction (SDLMI; Agran, Blanchard, & Wehmeyer, 2000; Agran et al., 2003; Wehmeyer et al., 2000). The SDLMI has three primary phases, in which the student (a) selects a personal goal, (b) develops an action plan to achieve that goal and identifies potential barriers, and (c) self-evaluates progress and adjusts his or her plan or goal as needed. (Contains 10 figures and 1 table.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10