Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas. Charting the Cs Conference 2024. Fostering Self-Determination Dr . Mary Lindell Associate Professor and Special Education Program Director Dawn Allen Founding Director Bethel University BUILD Program Introduce Yourself 3 young students What is your name? What role brings you to this conference? Session Goals 1.Explore the implications of presuming competence and moving towards a position of valuing all individuals, including those with disabilities. 2.Discuss the complexity of the concept of self-determination and implications for individuals with disabilities. 3.Imagine possibilities to increase opportunities across settings for individuals with disabilities to grow in self - determination and enhance adult outcomes. 4.Explore pathways for students with ID to attend and succeed in college. Young child with Down syndrome with hands to face. 3 Keys of My Work Presume Competence Move Toward Valuing Foster Self-Determination Always presume competence Hands of different complexions circling the word "value." Colorful letters and various fonts spelling "I'm determined." Why Presume Competence? Words on a sticky note that say "To presume incompetence could cause irreparable harm to our students if we are wrong." (New) Assumptions Matter (Jorgensen, 2018) Intelligence is not a single measurable characteristic; All people have different talents and skills; People learn and perform best when they feel valued, when others have high expectations, and when they are taught and supported well (this can be accomplished in inclusive settings); When someone cannot currently communicate that they are smart, assume that they are. That Means (in part) … Commit to helping each person develop a reliable communication system. Bring supports to the “general environment” where all individuals belong. Individuals do not need to develop skills to bring to the “general environment” before they can benefit from learning there. Carefully monitor and withdraw supports as individuals become more independent. Young bald man with Down syndrome working in a Walgreens store stocking shelves. Responses to Disability (Van Der Klift& Kunc, 2019) MARGINALIZATION Segregation Aggression Death REFORM/REHABILITATION Minimize the disability Assimilation “You can be with us when you are like us.” Drawing of paper doll figures. Six figures are in a line holding hands and one figure is off to the side. Classroom with students sitting and working at desks. Responses to Disability continued (Van Der Klift& Kunc, 2019) TOLERANCE/BENEVOLENCE Resignation False belonging “We will do it because it is the right thing to do for those unfortunate people .” VALUING Diversity is typical Reciprocal relationships Equal worth Mutual benefit Belonging Drawing of two figures. One figure is helping the other figure off of the floor by extending a hand. Hands of different complexions are circling the word "value." Self-Determination SD is linked to quality of life SD is a personal characteristic that empowers individuals to act with intention - causal agency Environment impacts the development and exercise of SD SD learning occurs when a person encounters an obstacle to his/her goal Connecting this to college What do you think is the best part of going to college ? Who should go to college ? How about students with intellectual disabilities? College as a model for fostering self-determination College doesn’t give anything special to students with intellectual disabilities, instead… it gives them something that everyone else who goes to college gets; the opportunity to learn about yourself, get a better job, and grow up a little bit. Think College! Postsecondary Education Options for Students with Intellectual Disabilities Meg Grigal& Debra Hart (2010) 11 students with intellectual disabilities on their first day at Bethel University's Integrated Learning and Development program. There is a mix of emotions on the student's faces including nervousness and excitement. Bethel University Integrated Learning and Development ( BUILD) Program Student in Bethel University's Integrated Learning and Development program smiling at something off camera. Academics Comprehensive Transition and Postsecondary (CTP) Program Career Pathways: Arts & Communication Business Human Services Expected Outcomes 1.Increase in independent living skills 2.Secure and maintain integrated employment 3.Develop personal growth Students in Bethel University's Integrated Learning and Development program cooking together. Two students from Bethel University's Integrated Learning and Development program standing back-to-back on the outdoor steps of a building on campus. Core Curriculum Independent Living Jobs and Employment Skills Bible Independent Study Student in Bethel University's Integrated Learning and Development program in class with books on the desk. Eleven students in the Bethel University's Integrated Learning and Development program. They are dressed in professional clothes for an interview day on campus. Elective Courses More than 30 elective course options available Faculty trained in Universal Design for Learning. Student mentors Student in Bethel University's Integrated Learning and Development program and a mentor working together in the computer lab. Group of students Certificate in Applied Studies Students can earn a Certificate in Applied Studies u pon completion of the program. Cohort of student from Bethel University's Integrated Learning and Development program in their graduation gowns and hats. Internships M eaningful, supported work experiences in an area of interest and skill to prepare students for independent employment. Two students in the Bethel University's Integrated Learning and Development program working at a community coffee shop. Career Development 1.Jobs and Employment courses 2.Independent Study 3.Life at Bethel and Internships Professional phot of a student in Bethel University's Integrated Learning and Development Student in Bethel University's Integrated Learning and Development program working at a desk in a class. Student in Bethel University's Integrated Learning and Development program standing in front of a "new intern" sign at a community business. BUILD Mentors 1.Housing mentor 2.Student mentor 3.Job mentor 4.Social mentor Three students in Bethel University's Integrated Learning and Development program standing at an ice rink for a Bethel hockey game. A student in Bethel University's Integrated Learning and Development program working with a mentor in the computer lab. Student in Bethel University's Integrated Learning and Development program working in Bethel's food service area. Student in Bethel University's Integrated Learning and Development program standing in front of a window on campus. Residential Experience Integrated living experiences in traditional residence halls Group of students and staff of the Bethel University Integrated Learning and Development program. They are in a campus van smiling. Residential Experience continued 1st Year Freshman Hall Traditional Dorm Room with two students Roommate in BUILD Intentional integration Care for self and part of room Prepare one meal per week Housing mentors 2nd Year North Village On - campus apartments with two to four students Roommate (s) in BUILD Intentional integration Increased responsibilities to care for self and living space including kitchen, bathroom , etc . Housing mentors Students in BUILD are Bethel University Students Group of students, including a student in Bethel University's Integrated Learning and Development program. They are welcoming new students during welcome week on campus. Bethel athlete, who is a student in Bethel University's Integrated Learning and Development program, throwing a shot put as part of the track team. Research Studies Student from Bethel University Integrated Learning and Development program in graduation cap and gown holding their diploma. Student from Bethel University Integrated Learning and Development program in graduation cap and gown holding their diploma. Student from Bethel University Integrated Learning and Development program in graduation cap and gown holding flowers. Longitudinal Study Quality of life (QOL) survey 6 - year longitudinal study 3 time-points Three students, including a student with Down syndrome who attends Bethel University's Integrated Learning and Development program. They are hugging and smiling BUILD Student Outcome Conclusion It is difficult to compare incoming PSE students with “others .” Based on this small sample size, students entering the BUILD program are similar to other young adults with disabilities on many key QOL measures . Employment was the biggest area of difference; past employment impacts current and future employment of adults with disabilities (although this was NTLS - 2 comparison data ). These results support the practice of researchers comparing the outcomes of individuals with ID who complete a PSE program to “others” with ID. Student Experience Study Phenomenological study Semi - structured interviews 6 students completing BUILD program Self-determination lens Student from Bethel University's Integrated Learning and Development program and Bethel mascot, Roy the Lion, at a football game. Students in Bethel University's Integrated Learning and Development program dressed up for a campus dinner and dance. Phenomenological Study Conclusions Participants exercised self - determination in choosing to go to college ( Wehmeyer , 2003 ) Setting and attaining goals Developing “causal agency” - a person’s ability to impact, direct, or cause events Making decisions The college experience provided an innovative environment or intervention with a context that positively impacted the participant’s self - determination (Walker et al., 2011) Key components of the college environment/intervention Network of supports, and Community of belonging. Opportunity - rich environment, Campus Impact Study Case study design Semi - structured interviews 15 administrators, faculty, staff, traditional students Students on field after the homecoming football game, including alumni and current students from Bethel University's Integrated Learning and Development program and the football team quarterback. Campus Impact Conclusions The BUILD program has impacted the university comprehensively, encompassing traditional students, faculty and staff, classroom experiences, policies and structure, and organizational culture. community member experience and identity development (students, faculty, staff), organizational policy and systems, culture and subcultures of the university . Minute and mundane changes accumulated to richly change the “fabric of the community” Questions and Answers www.bethel.edu/build Dr. Mary Lindell, Associate Professor and Special Education Program Director mlindell@bethel.edu Dawn Allen, Founding Director Bethel University BUILD Program d-allen@bethel.edu Thank you! QR code to bethel.edu/build website