This document discusses self-determination and self-advocacy skills for students with disabilities. It defines self-determination as accepting oneself and setting goals to achieve. The four most fundamental transition skills are assessing one's abilities and needs, knowing needed accommodations, understanding civil rights, and advocating for oneself. After high school, students must meet eligibility for services rather than entitlement. The document contrasts expectations between high school, college, teachers and instructors, as well as rights and responsibilities regarding employment, community involvement and career exploration.

1. Self-
determination
Self-advocacy

2. Dr. Seuss tells us
• “You have brains in your head.
You have feet in your shoes.
You can steer yourself in any
Direction you choose.
You’re on your own
And you know what you know.
And YOU are the guy/girl
Who’ll decide where to go.”

3. Self-Determination means
• Being able to accept, respect, and value
yourself.
• Being able to set goals that are important
to you and having the skills to achieve
these goals (Field and Hoffman, 1996).

4. According to transition
information from NICHY, it is
suggested that four of the most
fundamental skills students can
have that serve them well in a
wide variety of adult situations
are:

5. The ability to assess yourself,
including your skills and
abilities, and the needs
associated with your disability

6. Awareness of the academic
adjustments/accommodations
you need

7. Knowledge of your civil rights
to accommodations through
legislation such as the
Americans with Disabilities Act
and
Section 504

8. The self-advocacy skills
necessary to express your needs
in the workplace, in educational
institutions, and in community
settings

9. National Center for Education
Statistics
Of entering high school freshpersons:
- 88% graduate from high school
- 58% complete some post-secondary
education (42% do not participate in
post-secondary education)
- 28% complete a bachelor’s degree
- 6% complete a master’s degree

10. Entitlement vs Eligibility
Entitlement: Eligibility
– Students who are receiving – Once students exit the
special education services school system, they must
are entitled to educational meet eligibility criteria and
services necessary for a funding availability to
Free and Appropriate receive services from adult
Public Education until the service agencies. Families
student has reached the age who begin transition
of 21 or met the planning early will have
requirements for a high more time to create more
school diploma or high opportunities.
school certificate.

11. High School v Higher Education
• High school is an entitlement • Higher education is a right to
access/ eligibility
• You manage your own time
• Your time is structured
• You spend about 12-16 hours
• You spend about 6 hours in in class, but have 24-32 hours
class with about 1.5 hours of of reading and research
homework • You are required to provide
• Schools make academic documentation of your
adjustments based on the IEP disability
or 504 plan • According to the Buckley
• Parents have the right to Amendment, parents no
participate in your IEP or 504 longer have the legal right to
student information
plan • Flock & Florentine

12. HS Teachers v Higher Education
Instructors
• Teachers are trained in • Instructors have been trained as
teaching methods to assist experts in their particular areas of
research.
students in learning. • Instructors may lecture non-stop
• Teachers often write notes on making you responsible for the
the board. notes.
• • Instructors expect you to think
Teachers impart knowledge
about topics and synthesize
and facts, draw direct seemingly unrelated topics.
connections, and lead you • Instructors expect you to read,
through the thinking process. save, and consult their course
• Teachers give you continual syllabus. You are entirely
responsible for meeting
feedback and remind you of deadlines.
assignments and due dates. Flock & Florentine

13. PP
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ss
Do I have to inform a post-secondary school
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that I have a disability?
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::
NO.
Telling the school personnel that you have a
disability is voluntary – only you have the
right to state that you have a disability.

14. May a post-secondary school deny my
admission because I have a disability?
NO.
If you meet the requirements for admission, a post-
secondary school may not deny your admission
simply because you have a disability.

15. If I need an academic adjustment, what must
I do?
- You must inform the school that you have
a disability and need an academic
adjustment.
- You are responsible for knowing and
following the procedure to request an
academic adjustment.

16. Work Rights
and Responsibilities
• You have the right to • You have the
responsibility to educate
work! to train yourself to
• Your parents will not perform a job.
allow you to stay • You have the
home and eat pizza responsibility to do as
and watch SpongeBob much on your own as
for the rest of your possible.
life. TransCen, Inc

17. Employment
• Soft Skills • Appropriate
• Eye Contact comments
• Handshake • Appropriate
• appearance
Smile
• Hard skills
• No gossiping
• Curriculum based
skills: Keyboarding

18. High School v Workplace
• Teachers give • Verbal warning
warnings • Written reprimand
• May be fired
• Discipline Referral
• Work clothes required
• Behavior • Work Etiquette:
Management Responsible for own
behavior
• Behavior is tolerated
• Rules and Regulations of
• Dresscode employment site
• Swearing may be • No swearing:
reprimand/dismissal
ignored
• Inappropriate comments:
Sexual Harassment

19. O’NET OnLine
http://online.onetcenter.org/
• Comprehensive source of occupation
information
• 900+ occupations, including worker
attributes and job characteristics
• Connect to other online career information
resources

20. CareerLink
• On-line job Search specific to your area(s)
of interest
• Registration
• Use
• Update

21. Job Search Sites
• Snag-a-job.com
• US Government
• Employer Websites

22. Community Rights and
Responsibilities
• You have the right to • You have the
services in the responsibility to do as
community. much as you can for
• You have the right to yourself.
have access to the • You have the
community. responsibility to ask
• You have the right to for the services you
have help to live in the need.
community. TransCen, Inc

23. Community Access
• ID Card/Driver’s License
• Voter Registration
• Selective Service
• Living Arrangements
• Banking
• Travel Access

24. What do you want to do with the
rest of your life?
• What do you like to do?
• What job do you dream about doing?
• What kinds of things would you do at this
job?

25. What do you do for fun?
• What do you enjoy doing?
• What do you do with friends and family?
• What are some of your favorite places to
go?
• Your ‘avocation’ can become your
‘vocation’.

26. Bibliography
• Anderson, E.L., Seaton, K., Dinas, P. (1995). Fostering
Self-Determination.
• Caristo, C. and Mastorovich, M. (1999). Life’s Path.
• Field, S. & Hoffman, A. (1996). Steps to Self-
Determination.
• Field, S. & Hoffman, A. (1998). Self-Determination.
• NICHY, (2002). Helping Students Develop Their IEPs.
• Paraschiv, I. (2000). Self-Determination, Self-Advocacy,
and the Role of the Professional.
• Wehmeyer, M.L., Agran, M. & Hughes, C. (1998).
Teaching Self-determination to Students with
Disabilities.