Discussion for week 3

Guided Response: Respond to three peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to helping students learn self-determination skills. Provide specific feedback for strategies as well as their idea of how the example/resource featured could be effectively used for instruction.

Post replies to at least three peers, critiquing at least one justification and providing a scholarly source further supporting the justification (or refuting the justification, if applicable).

The discussion question was:

our written response to this discussion prompt assesses your ability to discuss evidence-based strategies for students with mild to moderate disabilities to learn self-determination skills.

This discussion also supports your achievement of Course Learning Outcome 4 and MASE Program Learning Outcomes 1 and 2. After reviewing the short article, “ Self-Determination: Supporting Successful Transition (Links to an external site.)” (Bremer, Kachgal, & Schoeller, 2003), post an initial response that provides justifications for using the strategy you have been assigned for students with mild to moderate disabilities to learn self-determination skills. You will select three strategies to discuss based on your last name using the list below.

· If your last name begins with A-F: Choose three strategies to discuss from Promote Choice Making and Encouraging Exploration of Possibilities.

· If your last name begins with G-L: Choose three strategies to discuss from Promote Reasonable Risk Taking and Encourage Problem Solving.

· If your last name begins with M-P: Choose three strategies to discuss from Promote Self Advocacy and Facilitate Development of Self-Esteem.

· If your last name begins with Q-Z: Choose three strategies to discuss from Develop Goal Setting and Planning and Help Youth Understand Their Disabilities.

Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific three strategies you have selected to discuss. Your written response needs to be between one and two paragraphs in length for each of the three strategies. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the three points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

· State the main principle and the three strategies you will discuss.

· Describe a specific example of each of the three strategies.

· Share an idea you have for how these strategies might be used effectively during instruction or assessment opportunities in your current classroom or your future practice to help students learn self-determination skills.

· Support your reasoning with evidence from at least three scholarly sources including the course textbook.

See reposes attached files. Response to the three students.

Please response to teacher question.

MYPOST

Strategies for Self-Determination

The chosen principle is self-determination, with the chosen strategies geared towards enabling students with mild and moderate disabilities to develop self-determination skills. The following are three strategies to promote reasonable risk-taking and encouraging problem-solving.

1. Development of skills on consequence evaluations. These skills would involve determining the negative and positive attributes associated with their action. After filling out the form, the student could be given feedback depending on their responses.

2. Teaching problem-solving skills. Shepherd and Linn (2015) highlighted self-instruction as one means of teaching problem-solving. The authors noted that this method is a five-step approach that starts with the students defining the problem. The student can also determine the potential outcomes and evaluate them to determine the best depending on their suitability.

3. Perceiving problems as part of healthy development. Students need to determine problems as part of the growth process and develop solutions. Negative attitudes towards emerging problems mean that the student may develop unfavorable methods of resolving problems. Emerging challenges provide an avenue for further growth as they develop problem-solving skills. Also, one develops the critical thinking skills to explore the available options and settle for the best.

Self-determination is a concept that teaches people individual ability to be in full control of their lives. The development of these skills may require equipping a student with the right attitudes and abilities such as problem-solving, creativity, and self-awareness. Wehmeye (2013) appreciated the efforts that have been made towards the promotion of self-determination among youths with disabilities. The author stressed the importance of additional research on the components of self-determination behavior, such as goal setting. This research would help determine the strategies that are best suited to a particular group. Embraced teaching methods for students with disabilities should enable them to develop problem-solving and critical thinking skills like their counterparts without disabilities. More and Stanley (2010) associated critical skills and improved classroom performance.

References

Moore, B., & Stanley, T. (2010). Critical thinking and formative assessments: Increasing the rigor in your classroom. Larchmont, NY: Eye On Education

Shepherd, T. L., & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. SAE Publications

Wehmeyer, M. L. (2013). The oxford handbook of positive psychology and disability. Oxford: Oxford University Press

Teacher Response to my discussion.

Mary,

Very nice job!! I like your work on teaching problem solving skills. You bring up a great point on your slide titled Utilization of Strategies. The last statement regarding using these skills for solving different subjects is a great sign that our students have indeed been successful in learning problem solving skills! Do you think these skills can be generalized to social problem solving situations? What do you think?

Dr. Klepfer