Exploring Self Determination: Closing the Gap and Improving Outcomes Webinar Series
If self-determination is so important, how come our post-school outcomes have not changed? This series will explore the origin of Self-determination Theory, translate theory into pedagogical practices across key environments, fill your toolbox with tools for every youth, and highlight a key practice that leads to self-determined youth and disability-aware professionals.
Please click on the hyperlinks below for more information and to register for the webinar(s).
Group Registrations: Special pricing is available for groups of 10 or more – please contact email@example.com for more information or to register your group.
Continuing Education Recognition is included in the webinar registration fee. This webinar series has been approved for:
- Commission on Rehabilitation Counselor Certification (CRCC) (have been submitted for approval)
- Certificate of completion available
- Participants must complete and pass a quiz to receive CE recognition for each session
Part 1: Using Theory to Guide Practice
Tuesday, February 8, 2022 – 1:00pm – 2:30pm EST
This presentation will offer implementation strategies for practitioners, families, and youth with disabilities to build the foundational self-determination skills needed at home, at work, and in the classroom to ensure a positive post-school outcome.
Part 2: Implementing the I’m Determined Tools
Tuesday, February, 22, 2022 – 1:00pm – 2:30pm EST
This session explores the application of Self-Determination Theory through tools and instructional strategies that promote self-determined behaviors at home, on the job, and in the classroom. Participants will discuss the key environmental variables that must be present in each setting, strategies to increase self-determined behavior, and common barriers students with disabilities face during their K-12 experience. Resources will be shared so practitioners can begin implementation immediately.
Part 3: Student Led IEPs
Tuesday, March 8, 2022 – 1:00pm – 2:30pm EST
Student leadership during the IEP process is essential. This session will identify the components of a student-led IEP, acknowledge common barriers, and offer effective strategies to help your diverse learners take leadership during both the planning process and annual meeting. Relevant case studies and exemplars related to learners of varying ages (including preschool), disabilities, and communication preferences will be offered.
About the Presenter
James Madison University
John has been working in the field of special education for over 20 years. John received his undergraduate degree from the University of Richmond, his Master of Education Degree from James Madison University and his doctoral degree in School Improvement with a focus on Special Education from the University of West Georgia. He started his career at a residential wilderness school for at-risk youth and youth with emotional disabilities. John also worked in a public high school as a special education teacher and supervised a community based work-study program for students with disabilities. He was one of the first individuals in the state of Virginia to implement student-directed IEP meetings, and he worked diligently as an educator to bring the student’s voice to the forefront. For the past sixteen years, John has worked at the Virginia Department of Education’s Training and Technical Assistance Center at James Madison University as a coordinator, focusing on transition and self-determination and as co-director of the center for the past eight years. John is a founding member of the Virginia Department of Education’s I’m Determined Project and has served as the Principal Investigator for the past thirteen years. Under his leadership, I’m Determined has grown from 9 pilot schools to over 90 participating school divisions in Virginia and over 40 states across the nation. John is currently the Immediate Past President of CEC’s Division on Career Development and Transition.
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