making it happen: strategies for self-determination skills
After reviewing the short article, “Self-Determination: Supporting Successful Transition (Links to an external site.)” (Bremer, Kachgal, & Schoeller, 2003), post an initial response that provides justifications for using the strategy you have been assigned for students with mild to moderate disabilities to learn self-determination skills.
Choose three strategies to discuss from Promote Self Advocacy and Facilitate Development of Self-Esteem.
Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific three strategies you have selected to discuss. Your written response needs to be between one and two paragraphs in length for each of the three strategies. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the three points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.
- State the main principle and the three strategies you will discuss.
- Describe a specific example of each of the three strategies.
- Share an idea you have for how these strategies might be used effectively during instruction or assessment opportunities in your current classroom or your future practice to help students learn self-determination skills.
- Support your reasoning with evidence from at least three scholarly sources including the course textbook.
Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. doi:10.1037/0003-066X.57.12.1060
Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition (Links to an external site.). Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962
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