VIDBE-Q Volume 68 Issue 2
23
Objective 3: By the end of the
reporting period, Spectacular Student,
will create a document in the format
they prefer, on which they organize
their preferences and at least three local
recreation activities (e.g., local park
offerings, school social activities such
as clubs, school activities such as
drama or choir) and create a plan to
advocate with appropriate people to
gain access to the activity, as measured
by student documents and a selfie
taken at the activity and submitted to
teacher.
• Choice and decision making: as to
software to be utilized
• Self-knowledge: preferences
• Goal setting and attainment:
choosing an activity and attending
o O&M: Transportation
o Self-advocacy for support
• Self-management: getting organized
to attend activity
• Self-regulation: understanding
personal needs and preparing for it
I was fortunate to create a webinar series with APH on career education, of
which self-determination is an essential part. If you would like to learn more on
how to combine areas of the ECC, the series can be found on APH's Youtube
and/or in the APH Hive. The five webinars cover birth to age 22, including those
with multiple disabilities. I am in collaborations for a future webinar(s) on self-
determination and its instructional implications in the near future. Keep an eye out
for more information coming.
