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SELF - DETERMINATION
I had never had a place of my own. As a result I had never
worried about buying groceries and planning meals, paying
rent and the phone bill, balancing a checkbook, making
appointments I had – all of the things adults just do. But
starting out in society at the age of 29 after living in in a
state institution for people with mental retardation for 16
years, I found these everyday tasks to be confusing and
wonderful and frightening.
Sienkiewicz-Mercer & Kaplan, 1989, p. 202
1
Component Elements of SD Behavior
Decision-Making Skills Self-Reinforcement Skills
Problem-Solving Skills Self-Instruction Skills
Goal-Setting and Self-Advocacy and
Attainment Skills Leadership Skills
Independence, Risk-Taking Self-Awareness
and Safety Skills
Self-Knowledge
Self-Observation and Self-
Evaluation Skills Decision-Making Skills
Wehmeyer, M.L. (1999). A functional model of self-determination: Describing developmental and
implementation instruction. Focus on Autism and Other Developmental Disabilities, 14, 53-61.
2
OUTCOMES
PROCESS Essential
Characteristics
Teach Component of Self-
Elements of Self- Determined
Determined Behavior
Behavior
3
If students floated in a
life jacket for 12 years,
would they be expected to
swim if the jacket was
suddenly yanked away?
James Martin, University of Oklahoma
4
Essential Characteristics of
Self-Determined Behavior
• Make choices and decisions as needed.
• Exhibit some personal or internal control over
actions.
• Feel capable and act that way.
• Understand the effects of own actions.
Adapted from: Wehmeyer, M.L. (1999). A functional model of self-determination: Describing
developmental and implementation instruction. Focus on Autism and Other Developmental
Disabilities, 14, 53-61. 5
Definitions
• Self-determination refers to an individual‟s awareness
of personal strengths and weaknesses, the ability to
set goals and make choices, to be assertive at
appropriate times, and to interact with others in a
socially competent manner.
• A self-determined person is able to make
independent decisions based on his or her ability to
use resources, which includes collaborating and
networking with others.
• The outcome for a self-determined person is the
ability to realize his or her own potential, to become a
productive member of a community, and to obtain his
or her goals without infringing on the rights,
responsibilities, and goals of others. (Serna & Lau-
Smith, 1995)
6
Self-Determination After High School
100
90
80
70
60 Low Self-Determination
50
40 High Self-Determination
30
20
10
0
Savings
Transportation
Checking
Phone Bill
Grocery
High self-determination group was more likely to maintain both a
checking and a saving account than the low self-determination group.
Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with
mental retardation and learning disabilities. Exceptional Children, 63(2), 245-255.
7
How Important Is Self-Determination?
Current Employment Status
100
90
80
70
60
Low Self-Determination
50
High Self-Determination
40
30
20
10
0
Work For Pay Find Own Job
Ex-students in high self-determination group were more likely to be
employed than their peers in the low self-determination group.
Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with
mental retardation and learning disabilities. Exceptional Children, 63(2), 245-255.
8
Self-Determination Research
• Improved choice-making, problem-solving, self-
regulation, and self-advocacy (Abery et al., 1995;
Aune, 1991; Belfiore et al, 1994; Foxx et al., 1993)
• Challenging behaviors reduced; increased
participation in group activities; increased time
engaged in academic tasks; reduced need for one-to-
one assistance (Artesani & Mallar, 1998)
• Increased size of support network; improved
recruiting behaviors (Balcazar et al., 1991)
• Improved ability to obtain accommodations for
employment, housing, academic and leisure activities
(Bowman & Marzouk, 1992)
9
More Research
• Increased personal and social responsibility;
improved social skills and social problem solving
(Castles & Glass, 1986)
• Improved ability to plan activities related to goals and
follow steps in a task (Cooper & Browder, 1998;
Fullerton & Coyne, 1999)
• Increased self-esteem, self-advocacy, goal-setting,
control, ownership over learning, empowerment,
choice-making, decision-making, and self-
assessment (Ezell et al., 1999)
• Higher levels of goal completion (Jerman et al., 2000)
• Higher levels of participation in the IEP meeting
(Miner & Bates, 1997; Powers et al., 2001; Van
Reusen & Bos, 1994)
10
Self-Determination Supports
Standards-Based Learning
Standards in many districts include self-
determination-related skills such as problem-
solving and decision-making.
Instruction in self-determination serves as an
entry point to the general curriculum for
students with intellectual disabilities.
11
Most students, whether they
have a disability or not, need
explicit instruction in areas
such as goal setting, problem
solving, decision making and
self-advocacy.
Michael Wehmeyer, University of Kansas
12
Ideas for Self – Determination Instruction
• Teach students to think about their strengths, needs,
interests & preferences.
• Provide them frequent experiences for choice and
student involvement in activities.
• Ask students what they want to do or learn.
• Teach students a strategy for setting a goal, taking
action & adjusting their goal or plan.
• Teach students how to participate, if not lead, their
IEP meeting.
13
Jump Start
• Go to
http://www.jumpstart.org/madmoney/pgv_money_rc_main.html
• Click on ENTER
• Students answer questions regarding what kind of lifestyle they
want to lead after high school. For example, students mark
whether they want to eat food at home, eat out, or return home
to parents to eat.
• After students answer a series of questions regarding food,
transportation, utilities, entertainment, etc., a screen pops up
indicating how much the students would need to make per hour
and per week to support their lifestyles.
• Additionally, some jobs that fall into that pay scale are listed.
14
Conversations
WHAT ARE SPECIAL EDUCATION SERVICES?
• Special education services are for students who need more help in
school. Your teachers might notice this; you might notice it or your
parents. If you are getting services you have received an evaluation
to see if you do need special education services.
• You did not take just 1 test to qualify for services. You probably took
several special tests with someone who went to school especially to
give you these tests. Your teachers might also have observed how
you do in class and described your schoolwork in classes to
determine if you would benefit from special education services.
• Because the special education services are expensive you have to
“qualify” according to the rules of your state by taking these special
tests and by having people observe you.
• If you are eligible for special education services you receive some
supports and learn some strategies that will help you be successful in
school.
• The school is required to provide you with supports under the law
titled, Individuals with Disabilities Education Act.
• Special education services should be provided to you at no cost to
you or your parents. 15
Conversations
WHAT’S AN IEP?
• Not every student has an IEP. You will only have an IEP if you
receive special education and related services. Almost 7 million
students in the United States have an IEP. Everyone‟s IEP is
different.
• You, your parents and teachers develop the IEP.
• As you, your parents and teachers write the IEP at the IEP
meeting, you will all talk about how you are doing in school,
about how you learn best and what you, your teachers, and
parents think are goals for your education.
• The IEP should include: a summary of how you do in your
classes, what you will learn, how your teachers will teach you
these things, and how they will test you, a list of any special
services that you need to do well in school and a list of goals
that you want to work on related to what you will do after high
school.
16
Conversations
TALKING ABOUT LEARNING STYLES & SUPPORTS
• When you understand your disability you should be able to
describe how you learn best and what accommodations or
modifications you need.
• Accommodations allow you to complete the same assignment or
test as other students, but with a change in how long you can
take to complete the test, where you take the test or how you
indicate your responses to the questions on the test.
• Modifications involve changing assignments or tests. These
usually involve completing only parts of assignments or taking a
different test than other students take.
• Understanding you‟re unique learning style or your strengths
and needs is important because after you leave high school you
will need to be prepared to explain your strengths and needs to
people at college or in your place of work. Or, you might not
have to explain it to anyone – you‟ll just need to know yourself
so you can set things up so that you are successful at whatever
you want to do.
• Remember, even though some things might be a little harder for
you than for others – don‟t forget that you can learn to use your
many strengths to compensate for or get around these things.
Many people just like you are very famous and successful. 17
SELF MONITORING SELF REINFORCEMENT
• Noting whether or not you have • Student chooses and/or applies
performed a behavior consequences to her/his
• Often: behavior
– incorporates recording – “if . . ., then. . .”
occurrence of behavior • Student helps select type of
(self-recording) reinforcers, how many are
– used with skills individual earned
already knows how to – Often combined with other
perform but is not strategies
performing consistently
• used to establish
fluency or maintenance
of behavior vs.
acquisition Copeland, S. (2004). Evidence-based practices in
education. Presented at AAMR Annual Meeting
on June 4, 2004. Philadelphia, PA.
18
Curricula
• Abery, B., Arndt, K., Greger, P., et al. (1994). Self-determination for youth with disabilities: A
family education curriculum. Minneapolis, MN: University of Minnesota, Institute for Community
Inclusion
• Halpern, A.S., Herr, C.M., Doren, B., & Wolf, N.H. (2000). Next S.T.E.P.: Student transition and
educational planning (second edition). Austin, TX: PRO-ED.
• Hoffman, A. & Field, S. (2005). Steps to self-determination: A curriculum to help adolescents learn
to achieve their goals (second edition). Austin, TX: PRO-ED.
• Marshall, L.H., Martin, J.E., Jerman, P., Hughes, W., & Maxson, L. (1999). Choosing personal
goals. Part of the ChoiceMaker Instructional Series. Longmont, CO: Sopris West Educational
Services.
• Marshall, L.H., Martin, J.E., Maxson, L, et al. (1999). Take action: Making goals happen. Part of
the ChoiceMaker Self-Determination Curriculum. Longmont, CO: Sopris West Educational
Services.
• Martin, J.E., Marshall, L.H., Maxson, L., & Jerman, P. (1996). Self-directed IEP (second edition).
Part of the ChoiceMaker Instructional Series. Longmont, CO: Sopris West Educational Services.
• McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student
involvement. Arlington, VA: Council for Exceptional Children.
• Morningstar, M. (1995).
• Rabideau, R.D. & Pierson, M.R. (2001). A self-advocacy handbook for students with special
needs. DAC Educational Publications.
• Van Reusen, A., Bos, C., Schumaker, J., & Deshler, D. (1994). The self-advocacy strategy for
education and transition planning. Lawrence, KS: Edge Enterprises.
• Wehmeyer, M. & Lawrence, M. Whose future is it, anyway? A student directed transition process.
19
Planning for the Future
Morningstar, M. (1995). Planning for the
future. Lawrence, KS: University of
Kansas.
• Pricing
Free at
http://www.transitioncoalition.org/~tcacs/ne
w/files/planning_future.pdf
20
Disability 411
• The Disability 411 is a resource developed by the Youth Leadership group
and is located at the following URL http://www.ncwd-
youth.info/resources_&_Publications/411.html
• One word of caution, look the book over on-line first, it is about 90 pages
long, so you might want to view it online first rather than pressing “print”!
• Designed by young people with disabilities to explain how one might decide
when and where, and how to disclose information about a disability either in a
work or social setting, especially for post-secondary or other activities. The
text brings out the idea that this is a very personal decision that your students
should consider carefully. Young persons with both a visually evident
disability and a hidden one (not readily apparent to others) are reported to be
able to benefit from this information.
• Useful for self-awareness, disability awareness, explaining a disability to
others, decisions about disclosure of disabilities, and understanding the
implications of what disclosure might bring to you. There are a number of
examples from students with disabilities related to the topics just listed, and
some examples of how to disclose one‟s disability.
21
Additional Resources for Teaching
Self-Determination Skills
• Self-Determined Learning
Model of Instruction
• Whose Future Is It Anyway?
• The Self-Advocacy Strategy
• Self-Directed IEP
• NEXT S.T.E.P.
22
Self-Determined Learning
Model of Instruction
Developed by
Wehmeyer, Palmer, Agran, Mithaug, & Martin
A Teaching Model combining…
Direct Instruction &
Principles of Student Involvement
Can be used in a variety of situations to
support positive student outcomes
23
Framework of the Model:
Three phases:
1. Setting a Learning Goal.
2. Constructing a Learning Plan.
3. Adjusting Behaviors.
Each phase has -- three components:
1. Student Questions
2. Teacher Objectives
3. Educational Supports
24
Here’s a Preview …
Joshua is a Senior in high school and has a
learning disability. He is enrolled in some
general education classes, adapted English,
and vocational training. Joshua wants to
become a hair stylist. He practices clipping hair
at school – and is in great demand by the
female staff to style hair.
The test for hair stylist includes some basic
chemistry, memory tasks, and problem solving
related to this vocation.
Take a look at how Joshua used the model to
support a job-related goal …
25
Student Questions – Phase 1
What is My Goal? Joshua
1. What do I want to learn?
“Pass exam for haircutting in March”
2. What do I know about it now?
“I know the practical stuff.”
3. What must change for me to learn what I don‟t
know? “Begin to study 1-2 hrs. per day, take
practice exams, review.”
4. What can I do to make this happen?
“Study for written part…know chemicals.”
26
Student Questions – Phase 2
Take Action- What is my plan?
5. What can I do to learn what I don‟t
know? “Oral testing, multiple choice”
6. What could keep me from taking
action? “My boxing schedule, and over-
booking appointments to do stuff with
friends.”
7. What can I do to remove these
barriers? “Work with my teacher.”
8. When will I take action? “Now”
27
Student Questions – Phase 3
Adjust Goal – What have I learned?
9. What actions have I taken?
“I budgeted time with my boxing schedule”
10. What barriers have been removed?
“I made time to study. My special ed. teacher reads me
the questions on the practice test.”
11. What has changed about what I don‟t know?
“I know more, now.”
12. Do I know what I want to know?
“I feel better about the test coming up. I‟ve studied
more.”
28
Teaching Students to Use SDLMI
• Practice with student setting a fairly short
term goal that could be achieved in a week
or two.
• Classroom-based, campus-based or
community-based
• After the student is familiar with the process,
review the process and work with student to
convert the questions into his/her own
questions.
Be sure to maintain the problem-solving
intent of the question.
29
Transition-Related Outcomes
Joe wanted to become an architect, but was
enrolled in a modified math class because he
was less capable in math.
Joe used the model to investigate a related
career in architecture, construction.
30
Research shows that students who use this
curriculum will have a better understanding of
transition planning.
31
Student-directed …
but with teacher guidance suggested
Written directly to the student (but teachers
can deliver the message via a whole
group lesson).
• Students complete activities as
independently as possible
• Students seek out resources & supports
that will enable their success
32
1) Getting to Know You 4) Goals, Objectives & the
Future
About your meeting & the
people who support you Identifying your current
goals & how to track goals
2) Making Decisions
5) Communicating
About informed consent
Effective listening skills
3) How to Get What You 6) Thank you, Honorable
Need Chairperson & Review
Community resources you Teamwork & leadership
want
33
Read about Supports: pages 61-65
“All Right Alone, Better With”
In what way is this activity useful for the student?
Read about Judy: pages 107- 110
“Real life stories to use DO IT!”
Skim the DO IT! steps. What decision-making
processes do you currently use with your students?
34
Read pages 113-118
“Giving Informed Consent”
Students learn that they should be signing their IEP
and transition plan forms.
Students learn that by signing their name on a
document, they are:
1. saying they were involved in the process;
2. saying they will work to make the plan happen;
3. giving the school permission to do what is in the
plan.
35
Communicating
Session 25: Communicating in small groups
Session 26: Body language & assertiveness
Session 27: Advocating & appealing
Session 28: Timing & persuasion
Session 29: Keeping your ideas out there
Session 30: Listening & the team
36
FOUR THINGS I WOULD LIKE TO TALK ABOUT
AT MY MEETING
NAME
MEETING LOCATION
DATE OF MEETING
TIME OF MEETING
1.
2.
3.
4.
37
The Self-Advocacy Strategy
…for enhancing student motivation
& self-determination
VanReusen, Bos, Shumaker, & Deshler
38
The IPLAN
39
SHARE
Behaviors
40
These are examples of the materials provided for stage 3 when
students learn how to to complete the Education Inventory.
41
These are also examples of the materials provided for stage 3 when
students learn how to to complete the Education Inventory.
Students use the skills list to help them complete their personal
Education Inventory.
Technology Skills List
Social Skills List Math Skills List
42
This is another example of the
materials provided for stage 3 when
students lean how to name goals
during a conference.
The education model card has
simulated situations for teachers to
rehearse with students.
For example, a parents might say,
“I want _____ to go to college, but
_____ doesn’t seem to have any
interest in it”.
The student would then respond.
43
These are examples of the materials provided for stage 5 when
students learn what takes place during an Education or Transition
Planning Conference. There are cue cards to use when you
discuss the typical flow of the conference. There are also cue
cards to use when you discuss basic rights and age of majority
information for students with disabilities.
44
Instructional Tips when using
The Self-Advocacy Strategy
• Interactions with students using the strategy is guided
by the “Three Statement Rule…The instructor will make
no more than three statements without having students
make a response”.
Adapted from: Van Rusen, A., Bos, C., Schumaker, J., & Deshler,
D. (2004). The Self-Advocacy Strategy. Lawrence, KS: Edge
Enterprises, Inc.
45
What makes up Next STEP?
Unit 1 Unit 2
Unit 4
Unit 3
Sharing your
Getting to Self Setting &
Know Myself Evaluation Goals &
Achieving
Goals Accomplishments
46
47
48
Lesson 8
Review with students what they have learned from
thinking about their likes & dislikes and from looking at
TSI ratings from different people.
Have students look for discrepancies among ratings.
Ask students: “What does it mean if you rated
yourself higher/lower on an item than your teacher?
49
50
REFINING NEXT STEPS
A “next step” must…
1. Be achievable in one week.
2. Be provable (there is evidence of
completion).
51
Lesson 11: Students share proof of completing Next Steps &
write new next steps.
Lesson 12: Students plan for education & training goals. Use
teacher’s manual for specific suggestions with this area.
Lesson 13: Students plan for personal life goals. See teacher’s
manual.
Lesson 14: Students plan for living on their own goals. See
teacher’s manual.
52
53
Self-Directed IEP
Developed by:
Jim Martin, Laura Huber Marshall &
Others
54
11 Steps to a Self-Directed IEP
1. Begin the meeting by stating the purpose.
2. Introduce everyone.
3. Review past goals and performance.
4. Ask for others‟ feedback.
5. State your school and transition goals.
6. Ask questions if you do not understand.
Martin, J.E.; Marshall, L.H., Maxson, L. & Jerman, P. (1996). Self-directed IEP. Longmont, CO:
Sopris West.
55
11 Steps to a Self-Directed IEP (cont.)
7. Deal with differences in opinion.
8. State what support you will need.
9. Summarize your goals.
10.Close the meeting by thanking everyone.
11.Work on IEP goals all year.
Martin, J.E.; Marshall, L.H., Maxson, L. & Jerman, P. (1996). Self-directed IEP. Longmont, CO:
Sopris West.
56
Evaluation Tools
Cumulative Vocabulary Quizzes
57
Evaluation Tools
Role Play Checklist
58
Adaptations
Illustrations representing each step are also provided.
59
60
Step 10
Students write a sample “thank you”
statement to close their IEP meeting.
61
Assessments
• American Institutes for Research. (1994). AIR Self-Determination Scale.
Available on the Zarrow Center website,
http://www.ou.edu/zarrow/AIR%20User%20Guide.pdf
• Field, S. & Hoffman, A. (2007). Self-determination quality indicators
assessment tool. Wayne State University, College of Education. In M.L.
Wehmeyer & S.L. Field, Self-determination: Instructional and assessment
strategies (pp. 157-167). Thousand Oaks, CA: Corwin Press.
• Martin, J.E. & Marshall, L.H. (1997). ChoiceMaker self-determination
assessment (second edition). Longmont, CO: Sopris West Educational
Services.
• Wehmeyer, M.L., & Kelchner, L. (1995). The Arc’s self-determination scale.
Arlington, TX: The Arc of the United States. Available online at
www.beachcenter.org.
• Books
• Wehmeyer, M.L. & Field, S.L. (2007). Self-determination: Instructional and
assessment strategies. Thousand Oaks, CA: Corwin Press.
62
Websites
• Self-Determination Synthesis Project. Charlotte, NC:
University of North Carolina. Web:
http://www.uncc.edu/sdsp
• Self-Determination Technical Assistance Centers.
Colorado Springs, CO; Fountain, CO; Overland Park,
KS; Monroe County, NY. Web:
http://www.sdtac.uncc.edu/project_description.asp
• Self-Determination Educational Materials. University
of Oklahoma, Zarrow Center:
http://education.ou.edu/zarrow/
• Taking Charge: Stories of Success & Self-
Determination. University of Washington, DO-IT Self-
Determination Videos:
http://www.washington.edu/doit/Video/
• Student-Led IEPs. http://studentledieps.org
63
References
Adapted from Morningstar, M. & Lattin, D. (1995). Student involvement in Transition Planning.
Lawrence, KS: University of Kansas
• Algozine, B., Browder, D., Karvonen, M., Test, D.W., & Wood, W.M. (2001). Effects of
interventions to promote self-determination for individuals with disabilities. Review of Educational
Research, 71(2), 219-277.
• Abery, B., Rudrud, L., Arndt, K., Schauben, L., & Eggebeen, A. (1995). Evaluating a
multicomponent program for enhancing the self-determination of youth with disabilities.
Intervention in School and Clinic, 30(3), 170-179.
• Artesani, A.J., & Mallar, L. (1998). Positive behavior supports in general education settings:
Combining person-centered planning and functional analysis. Intervention in School and Clinic,
34(1), 33-38.
• Aune, E. (1991). A transition model for post-secondary-bound students with learning disabilities.
Learning Disabilities and Research, 6, 177-187.
• Balcazar, F.E., Fawcett, S.B., & Seekins, T. (1991). Teaching people with disabilities to recruit
help to attain personal goals. Rehabilitation Psychology, 36(1), 31-41.
• Belfiore, P.J., Browder, D.M., & Mace, C. (1994). Assessing choice making and preference in
adults with profound mental retardation across community and centerj-based settings. Journal of
Behavioral Education, 4(2), 217-225.
• Castles, E.E., & Glass, C.R. (1986). Training in social and interpersonal problem-solving skills for
mildly and moderately mentally retarded adults. American Journal of Mental Deficiency, 91(1), 35-
42.
• Cooper, K.J., & Browder, D.M. (1998). Enhancing choice and participation for adults with severe
disabilities in community-based instruction. Journal of the Association for Persons with Severe
Handicaps, 23, 252-260.
64
References Continued
• Ezell, D., Klein, C.E., & Ezell-Powell, S. (1999). Empowering students with mental retardation
through portfolio assessment: A tool for fostering self-determination skills. Education and Training
in Mental Retardation and Developmental Disabilities, 34, 453-463.
• Foxx, R.M., Faw, G.D., Taylor, S., Davis, P.K., & Fulia, R. (1993). „Would I be able to…?‟
Teaching clients to assess the availability of their community living life style preferences.
American Journal on Mental Retardation, 98(2), 235-248.
• Field, S. & Hoffman, A. (1994). Development of a model for self-determination. Career
Development for Exceptional Individuals, 17(2), 165.
• Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-determination in young
adults with autism. Focus on Autism and Other Developmental Disabilities, 14(1), 42-52.
• Jerman, S.L., Martin, J.E., Marshall, L.H., & Sale, P.R. (2000). Promoting self -determination:
Using Take Action to teach goal attainment. Career Development for Exceptional Individuals, 23,
27-38.
• Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the
IEP/transition planning process. Education and Training in Mental Retardation and Developmental
Disabilities, 32, 105-112.
• Powers, L.E., Turner, A., Westwood, D., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE
CHARGE for the future: A controlled field-test of a model to promote student involvement in
transition planning. Career Development for Exceptional Individuals, 24, 89-104.
• Serna, L., & Lau-Smith, J. (1995). Learning with purpose: Self-determination skills for students
who are at risk for school and community failure. Intervention in School and Clinic, 30(3), 142-146.
• Wood, W.M., & Test, D.W. (2001). Self-determination synthesis project: Final performance report.
Charlotte, NC: University of North Carolina.
• Van Reusen, A.K., & Bos, C.S. (1994). Facilitating student participation in individualized education
programs through motivation strategy instruction. Exceptional Children, 60, 466-475.
65
True or False
1) Self-determined behavior is successful
behavior.
2) Self-determination simply means autonomy
or advocacy.
3) When you talk about self-determination, you
are talking about absolute control.
66
Are you working yourself
out of a job?
67
The Dignity of Risk
• What if you never got to make a • What if you got into trouble and were
mistake. sent away and you couldn‟t come back
• What if your money was always kept because they always remember you‟re
in an envelope where you couldn‟t “trouble.”
get at it. • What if you worked and got paid $.46
• What if you were never given a an hour.
chance to do well at something. • What if you had to wear your winter
• What if you were always treated like coat when it rained because it was all
a child. you had.
• What if your chance to be with • What if you had no privacy.
people different from you was with • What if you could do part of the
your own family. grocery shopping but weren‟t allowed
• What if the job you did was not to do any because you weren‟t able to
useful. do all of the shopping.
• What if you never got to make a • What if you spent three hours every
decision. day just waiting.
• What if the only risky thing you could • What if you grew old and never knew
do was to act out. adulthood.
• What if you couldn‟t go outside • What if you never got a chance.
because the last time you went it
rained. (From a parent whose son is in a support work
program in Richmond, VA; published by The Arc.)
• What if you took the wrong bus once
and now you can‟t take another one.
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