Self-Determination Resources

Teaches self-advocacy skills to secondary students with learning disabilities. Lessons taught include identifying student strengths and needs, learning styles, setting goals for school and post-school education and training, and classroom and workplace accommodations. The curriculum was designed as a one-semester course, and includes a student manual. It is most appropriate for students at the secondary level participating in the general curriculum with accommodations. Some Florida educators have reported using sections of the curriculum with secondary students functioning at the independent level.

Designed to teach students in general and special education to choose, express, and take action toward goals in all areas of their lives. Choosing Employment Goals teaches students to set employment goals by considering their interests, skills, and limits. Self-Directed IEP teaches students to participate in and lead their own IEP meetings. Choosing Education Goals guides students through course planning and facilitates planning for postsecondary education. Choosing Personal Goals teaches students to set personal goals. Take Action teaches students to act on their goals. Each component contains one or more videos, an instructional guide with lesson plans, student workbooks or replicable workshops, and student assessments. Choose and Take Action is a program containing software, lessons, and community-based experiences that assist students with disabilities in identifying job preferences. These products have used primarily with middle and secondary students, but have occasionally been adapted for elementary students. These products have most frequently been used with students participating in the general curriculum with accommodations and with students functioning at the independent at supported levels. Some components may require adaptations for use with students functioning at supported levels. Florida’s Standing Up for Me curriculum uses the eleven steps of Self-Directed IEP as the basis for teaching IEP skills.

Designed for middle and secondary students with disabilities. The guide stresses student involvement in transition planning. It is an excellent pre-planning tool for students to identify their strengths, preferences, and needs in the areas of post-school adult living, employment, social, and community areas. Students also develop their desired post-school outcome statement using the guide.

Assists adults with disabilities in identifying interests, accomplishments, and needs; setting goals; and obtaining the necessary supports and resources to reach their dreams. This is an ideal resource for secondary students with disabilities who have previously used Dare to Dream Revised, and are ready to move to another level of transition planning.

Teaches students to take an active role in decision making, self-advocating, and developing their own plans and goals. Decks of over 100 cards suggest ways to have fun, learn, and continue to grow. The curriculum suggests strategies toward a shift from teaching to facilitating students’ efforts to meet their goals.

Florida educators have reported using this curriculum most frequently with middle school students at all levels, and with secondary students functioning at the supported level.