There are five major goals for this module. Upon completion of this module, you should be able to do the following:
This module will address the following critical questions:
Refer to the help section in your browser (likely Netscape or Internet Explorer) for the following settings. Typically they are found under Preferences.
* Your web browser must have JavaScript enabled.
* If you plan to use the mail features, your email address must be configured
in your browser.
NOTE: The lesson level Previews and Presentations are available in streaming media format (sound and slides). If you do not have the following configuration, you may view the Text Versions of the lesson Previews and Presentations.
* Real Player G2 available from Real Networks.
* 256 color monitor @ 640x480
* PC users need a Pentium class PC, with a sound card and speakers.
* Mac users need a G3 and should use Netscape.
Jacob and his parents have just moved to your district from another state. Although you have not had a chance to meet Jacob in person, a review of his student information file sent by his old school district describes Jacob in detail. Reading Jacob's Individualized Education Program has made it clear that he was given a lot of support during his last year at school.
When Jacob and his parents arrived for an initial meeting, you noticed that Jacob did not offer a lot of information about himself or his preferences. For instance, when you asked Jacob what his favorite color was, his mother answered for him. Before Jacob could respond to your question about his favorite subject, his father directed you to Jacob's student information file. As they were getting ready to leave, you asked another teacher to show Jacob's parents the school office while Jacob remained in the classroom for a few minutes learning where he would be storing his coat and backpack.
Even when Jacob was alone with you, he responded to all of your questions by deferring to his parents. The family left after meeting with the principal and were very complimentary about the school and the programs that they learned about during their visit. Later that evening, you spent time thinking about how you could help Jacob become more confident about his preferences, and become more assertive and independent. The next morning you stopped by the district's special education library to see if you could find any information that could be used to help Jacob gain more ownership over his education, goals, and life.
In this lesson, you will learn what constitutes person-centered planning, how choice and preference are related to this process, and discuss some of the major issues associated with implementation.
Top of Page | Bottom of PageJamal is a junior at his local high school and has been using a wheelchair since birth. At times, Jamal has difficulties working with peers, as he tends to get frustrated easily when he cannot communicate. Sometimes when Jamal is really frustrated, he starts to shout angrily and makes threatening gestures at the people around him. To help him communicate more effectively, Jamal has been receiving extra support services in speech and language. Jamal also receives transportation services in order to get to and from school. Jamal's mother, however, is the one that usually drives him where he needs to go when he is not in school.
Many of Jamal's peers have part-time jobs which has inspired Jamal to look for some work after school. For many years, Jamal has been visiting the neighborhood library. After his last visit to the library, Jamal began discussing with his family the possibility of working there and decided that he wanted apply for a job.
Working at the library seemed like it would be a good match for Jamal since he enjoys reading and is familiar with the people and the environment. Jamal's father and one of his friends helped Jamal write and send an email to his support team at school so that they could meet to discuss what it would take to support and prepare Jamal for a job at the local library. Jamal decided that he wanted to have the meeting at the library, scheduled one of the conference rooms, and took an active role preparing for the meeting.
When Jamal started the meeting, he began by introducing his idea to the group. His parents' concerns were mainly centered on issues related to transportation and on-the-job training. Although Jamal was aware of his parents' concerns, he was surprised when other members of his team begin to question his ability to work at the library. Jamal's team members asked the following questions:
This lesson is intended to introduce self-determination and should not be considered a comprehensive review. For more information describing self-determination, consult the Readings section within this lesson.
Top of Page | Bottom of PageKatlin is a teacher at Riverside Elementary, which is located in a small rural community. This year, a new family has moved into town, and one of the children is in Katlin's classroom. It has been difficult to speak with the family as they do not have a phone, but Katlin always receives written responses to the letters she sends home with Cory, her student. Last weekend Katlin and one of her colleagues visited Cory's home to meet with his mother in person. Cory met them at the door and was surprised to see that his teacher was taking the time to come to his house.
As Katlin and her colleague entered the house, they couldn't help but notice that the home was in need of some repairs. Where there should have been glass in the windows, there was plastic stapled to the window frame. Small pieces of wood were nailed to the ceiling covering the holes. Cory's mother walked into the entryway holding a child in her arms that appeared to be three or four years old. Katlin told Cory's mother that the purpose of her visit was to tell her how well Cory was doing in class and about all the extra effort and work he had put in to catch up with the other kids. While she was visiting with Cory's mother, Katlin noticed that the child Cory's mother was holding was very quiet.
Katlin asked Cory's mother if the child was feeling well and Cory's mother replied that her child, Michael, was born unable to hear. Katlin described the early intervention services at the school and asked Cory's mother if she would consider sending Michael to a preschool. Cory's mother was surprised to hear that someone wanted Michael at school, but was more surprised that there might be services available to support him.
As they continued the visit, Katlin discovered that Cory's mother had been unable to work because she could not afford childcare for Michael. Katlin and her colleague made arrangements to pick up Cory, Michael, and his mother on Monday morning. They scheduled a meeting with a team of teachers to discuss the possibility of Michael coming to the early childhood education class.
During the meeting, Cory took Michael to a nearby classroom so that he could play with children his age. As the team entered the classroom after their meeting, they noticed that Michael was sitting in a corner of the room playing by himself. Katlin and a team of teachers met again a few days later with Cory and his mother to brainstorm ways in which they could help Cory and his family improve their quality of life. If you were Cory's teacher, how would you support families with diverse needs? What can teachers do to help improve the quality of life of Cory and his family? How can teachers simultaneously support Cory and his family?
In this lesson, we will define quality of life, discuss a number of issues related to measuring quality of life, and introduce a number of ways in which quality of life can be applied to services and supports.
Top of Page | Bottom of PageEach of the three lessons will include readings to supplement the lesson topic, an outline and notes on the topic, and a glossary. In each lesson will be links to an Activities section, a Directed Questions section and an Assessment section.
How are quality-of-life issues reflected in school-wide improvement issues? In a 3-page paper discuss 5 strategies that teachers could use to help improve the quality of life for their students. How do we determine whether our efforts to increase a student's quality of life have been successful?