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Using Self-Directed IEPs to Develop Self-Determination Skills for DHH Students With Disabilities

Using Self-Directed IEPs to Develop Self-Determination Skills for DHH Students With Disabilities

Pamela Luft, Matt Reynolds
Copyright: © 2023 |Pages: 41
ISBN13: 9781668458396|ISBN10: 166845839X|ISBN13 Softcover: 9781668458433|EISBN13: 9781668458402
DOI: 10.4018/978-1-6684-5839-6.ch009
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MLA

Luft, Pamela, and Matt Reynolds. "Using Self-Directed IEPs to Develop Self-Determination Skills for DHH Students With Disabilities." Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities, edited by Nena Raschelle Neild and Patrick Joseph Graham, IGI Global, 2023, pp. 259-299. https://doi.org/10.4018/978-1-6684-5839-6.ch009

APA

Luft, P. & Reynolds, M. (2023). Using Self-Directed IEPs to Develop Self-Determination Skills for DHH Students With Disabilities. In N. Neild & P. Graham (Eds.), Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities (pp. 259-299). IGI Global. https://doi.org/10.4018/978-1-6684-5839-6.ch009

Chicago

Luft, Pamela, and Matt Reynolds. "Using Self-Directed IEPs to Develop Self-Determination Skills for DHH Students With Disabilities." In Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities, edited by Nena Raschelle Neild and Patrick Joseph Graham, 259-299. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5839-6.ch009

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Abstract

Deaf and hard-of-hearing (DHH) students typically have fewer opportunities to acquire self-determination skills. Yet these skills are critical to successfully achieving desired adult outcomes and identifying the accommodations needed to assume adult roles. The Individuals with Disabilities Education Act (2004) requires that transition-age students with disabilities attend their annual individualized education program (IEP) meetings to support development of these skills. This chapter presents two programs for teaching DHH students strategies for becoming actively engaged in their own IEP meetings. Their clearly delineated instructional sequences provide foundational skills for acquiring and implementing various components of self-determination. Using both programs together further expand students' opportunities to develop the self-determination skills they will need to be active and successful adults, including understanding and addressing the impacts of their disability on their future activities.

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