Colleen A. Thoma, PhD
Teacher's Manual
Teacher's Manual
Self-Determination
The Self-Determined Learning Model of Instruction
Examples
Assessment
Evaluation
Lesson Plan Resources
Self-Determination and Standards of Learning
Case Study - Dana
Dana is a 20 year old student with cognitive disabilities. She is working toward an IEP diploma and will finish school at the end of this year. Her course work has focused on functional academic skills and the development of work-readiness and social skills through a combination of inclusive and self-contained classes. Dana has explored many job opportunities through her course work and job shadowing experiences. She has worked or been part of job shadowing at Tiny Tots Day Care, Taco Bell, Wal-Mart, Michaels Art Supplies, Loew’s Movie Theatre, and Blockbuster Movie Rentals. Work has been part of her school day for the past two years. Dana enjoys working with young children, movies, being with others, and stocking merchandise.
Dana is nonverbal. She is effective in communicating through a combination of the PECS system and some sign language. She enjoys being with peers and participates in classroom activities and extracurricular activities within the school. Dana has no problems with mobility. With assistance, Dana is able to make simple meals for herself. She is able to take care of her personal hygiene needs with some verbal reminders. She has numerous household chores within her home. At this time, she is dependent on others for transportation.
For money skills, Dana is able to identify money but has not had an opportunity to use money to make purchases independently. She cannot make change. She has a sight vocabulary that includes functional words such as Women, Men, Girls, Boys, Go, Bus, “Dana,” McDonalds, and Wal-mart.
Dana can independently order meals in fast food restaurants using her PECS system. Dana has exhibited through her work experience the ability to stay focused and engaged in work for 3-4 hour increments with 15 minute breaks each hour. She has demonstrated through her aptitude and ability to follow one and two-step directions, sort items by color and size, indicate a need for assistance when she is confused, and work with others. Dana has an identification card from the Department of Motor Vehicles. She understands basic safety skills related to home and work environments. She enjoys working and can write letters and numbers.
What will happen to Dana? How can the self-determined learning model of instruction be used with Dana?