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Title:    “Self-Determination Curriculum and Transition Resources”

The University of Tennessee Center for Literacy, Education & Employment conducts training and technical assistance in delivering a self-determination and career planning curriculum to school systems interested in assisting students self-determine their career planning at the point of transition from school to adult life. The self-determination and career planning approach curriculum is based on the principles of self-determination. Students receive instruction and opportunity to practice self and career discovery. The targeted participants are in an inclusive classroom with both regular and special education teachers co-teaching. The class objectives include providing students decision-making skills to increase self-discovery, planning for career and post-secondary outcomes, and participating in the IEP process.

The Developmental Disabilities Assistance and Bill of Rights Act considers the issues of “self-determination, independence, productivity, and integration and inclusion in all facets of community life” for individuals with developmental disabilities. All of these values presume respect for people with developmental disabilities. Where respect is lacking, self determination and independence are often denied. Integration and inclusion without respect become merely symbolic. As we celebrate Developmental Disabilities Awareness Month 2012, it is clear we have achieved much over the past 50 years, but we still have far to go before we can claim full success.

Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.

The Foundations Project is asking parents of young children with disabilities about how they think about their children’s learning skills to help them become more independent in the future and able to speak for themselves as they grow older. We believe that young children who know how to calm themselves (called self-regulation), make and express their choices, and engage in activities with necessary help, are laying the foundations for later self-determination. Most young children develop these skills naturally as they grow. But sometimes children with disabilities need adults in their lives to help nourish those skills. It makes sense that children can learn these skills more rapidly when all the adults in their lives – parents and teachers – are working together. Please complete the survey that follows about your child’s strengths and challenges in self-regulation, choice-making, and engagement. We also ask you to share ideas and strategies that you use to encourage your child. Also, we want to hear your opinion about what it takes to make a successful partnership between home and school so that you and your child’s teacher can work together on these issues.

What can teachers, family members, friends and employers do to prepare students for success in the adult world? Identifying students’ strengths and preferences is crucial to developing their skills. Cultivating support at school, on the job and in the community while increasing students’ social competence is also vital.

Carter and Hughes describe inclusive methods that treat people with disabilities as competent and increase their independence and self-determination in tandem with social support and acceptance among the general population. Students learn to make their own choices, set goals, speak up for themselves and carry out their own plans, a shift from now-disfavored programs that isolated adolescents and young adults with disabilities.

Directing one’s life is essential for experiencing self determination. People providing support have many questions about capacity and consent for people with intellectual and developmental disability and few resources to rely on. This presentation will outline the issues, and share resources developed by an with special focus on how to support people of all different abilities to find decision making solutions that support maximum autonomy, preserve civil rights and while providing people with support for decision making.

Families Together is pleased to have Dr. Sally Burton Hoyle present this important information to direct care providers who are working with adults with autism and parents of young adults with autism who are transitioning from school to community life. Dr. Burton Hoyle  grew up helping her brother with autism and, as an adult, she helped him have a meaningful life where he lived in his own apartment close to her family.   She will discuss the critical role of direct care staff in supporting self-determination for persons with autism.

“Despite some identified gains in disability rights, people with developmental disabilities continue to face considerable barriers to full integration, maximum independence and self-determination,” Jonathan Young, chairman of the National Council on Disability wrote in a letter to President Barack Obama that accompanies the report.

What: Teenagers with social challenges often lack a safe, accepting context where they can be themselves and develop relationships with their peers, which can place them at risk for a multitude of emotional challenges and can negatively impact their quality of life and self-esteem. MT CAAN is organizing a Teen Social Network to provide a context for any interested local teenagers, both those who are struggling socially (for whatever reason), and for their peers who want to connect with and support them, as healthy communities ideally do. The teen members will determine the direction of the group, meeting times, places, and activities as it evolves. It has been our experience that these diverse social networks benefit those who are doing fine socially as much as those who are struggling at whatever level. It's positive for everybody. All involved learn and grow. When: Tuesday, September 13, 2011 6 - 8 p.m. Mountain Where: Atonement Lutheran Church (Space Courtesy of the YMCA) 2205 34th Street • Missoula, MT  59801 Pizza and beverages will be served. Those with dietary restrictions or special preferences are welcome to bring their own snacks and beverages. Contact: If you have questions, contact us via e-mail or call 406-360-8673.

52 weeks is a blog featuring People, Places and Issues that are part of the everyday reality of people with disabilities. At least once a week Disability Rights Montana will feature a person with a disability, a place that supports people with disabilities, or an issue that affects people with disabilities. The site is meant to promote dignity, equality and self-determination. It is meant to be interactive, allowing people to comment and discuss the topics posted. Join the conversation.