Self-Determination and Career Planning
The Self-Determination project works directly with individuals and their support networks to assist with the development of approaches that promote empowerment, advocacy, and self-direction. The overall goal of this project is to provide opportunities for students in high schools, middle schools, and elementary schools to learn about themselves, take a strong role in the IEP process, and learn about post-school resources that will lead to employment.
What is Self-Determination?
Self-Determination is a learning process that is person-centered. Each student learns key steps to make responsible decisions about their daily actions and long-term decisions related to life after school.
Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Bremer, Kachgal, & Schoeller, 2003).
What is Career Planning?
Action planning with significant others to work toward a desired career.
- Identifying dreams
- Exploring interests
- Identifying skills
- Defining preferences
- Exploring job opportunities
- Developing a resume
- Developing a Career Path.
The Self-Determination and Career Planning Approach offers…
- Training to teachers and school systems
- Curriculum to be incorporated in existing course of studies
- Student Materials for self-discovery and skill development
- Technical Assistance related to success indicators and best practices.
The Self-Determination and Career Planning Approach empowers students to become self-advocates, speaking out about their interests and preferences, and taking action toward developing a career path.
What Students and Teachers Say about Self-Determination
“Self-Advocacy means standing up for myself.” Student
"Anderson County Schools has incorporated the Self-Determination Curriculum provided by University of Tennessee Connections for Disability and Employment at elementary, middle, and high schools in our system. Students enjoy the curriculum and are developing skills they can use for the rest of their lives. The curriculum is very student-centered and activity-based.
It has been very rewarding to see high school students in particular openly discussing their own accommodations needed and talking about the IEP process. Students demonstrate increased self-confidence and a curiosity about the IEP that indicates we are on the right track. The skills they are learning are vital to the transition process." Transition Coordinator.
“Materials fit into a variety of courses in the middle school curriculum and should be offered to all students, not just to those with IEPs.” Teacher.
“Students gain confidence and purpose for learning with self-determination classes. I had a student improve her attendance from 78% to 93% because she discovered that she had a need for learning in order to seek the career of her interest. Many students have begun to speak up in the IEP meetings about classes to take or to wait another year to take.” Teacher.
“The self-advocacy program for elementary students helps them discover who they are, the strengths they have, and how to make decisions about their future. Instead of leaving these skills to chance, the program teaches the skills and builds self-esteem, a critical skill for academic and personal success.” Teacher.
Five Principles of Self-Determination
- Freedom … to make choices
- Authority … to direct services
- Support … to seek support
- Responsibility … for actions
- Confirmation … of achieving goals
By understanding the concepts of the self-determination principles, students gain knowledge in:
- self-advocacy
- decision-making
- problem solving skills
- listening skills
- goal setting skills
- increased self-esteem
- personal exploration activities
- leadership development
- career plan development.
By incorporating the concepts of the self-determination and career planning approach, transition efforts profit because the student is:
- fully involved in the process
- committed to a successful outcome.
Students learn to:
- Endeavor to dream their dreams and make their dreams known to others by speaking up for themselves.
- Take responsibility for developing a career path of action to make their dreams a reality.
- Identify resources in the community for continued supports.
Products
Self-Determination and Career Planning Curriculum for Elementary, Middle, and High School students.
- Self-Advocacy for Pre-Teens
- Self-Advocacy Instructor’s Manual
- Student Notebook
- Student Profile
- Career Path.
The Self-Determination project is presently conducting a study that will determine the effectiveness of the self-determination approach toward participants applying the principles of self-determination in their transition to community employment.
Self-Determination training is provided in five formats: 1) direct face-to-face training with students, 2) train-the-trainer workshops for teachers, 3) learning modules for teachers and students, 4) distance learning activities, and 5) information for parents.
The self-determination project offers practicum and internship opportunities to graduate students interested in developing skills in the areas of self-determination, person-centered planning, community employment, and transition school to work. Students interested in these areas should call for an overview of the project opportunities.
The expected outcome of the self-determination project is that through the training and technical assistance with students, teachers, and families self-determination practices will evolve: 1) Students will take an active role in their IEP process and plan for post-school employment and/or education opportunities, 2) Teachers will incorporate self-determination practices and curriculum in to the existing school curriculum and experiences, and 3) Families will demonstrate the ability to support the growth and post-school career planning for their family members.
Representatives from post-school resources (VR, MR/DD/MH, One-Stop Centers, higher education [technical colleges, and universities], and employers) receive technical support to increase their involvement and linkages with the students and their circle of supports to be a positive stakeholder in the seamless transition process.
Research
Research activities under the Inclusive Community Development Project are intended to compliment self-determination services by collecting and reporting the outcomes of the self-determination project. Research and Development activities include: 1) designing and maintaining a database to track outcomes of self-determination trainings and to study results reported to publish research with an intent to improve practices, 2) developing an infrastructure for dissemination of self-determination practices through practice briefs and customer satisfaction products.
Connections for Disability and Employment
312 Conference Center Bldg.
Knoxville, TN 37996-4132
V: 865-974-4109
Fax: 865.974.9180
Email: cde@tennessee.edu