A to Z
Guide
for
Inclusion
Self Determination
Problem solving is a process, and not something that comes easily to everyone. However, with a few pointers, anyone can be a great problem solver. As we grow we come to realise that life is full of problems. Not only the big ones, but also the ones we meet and need to solve every day. How do you teach problem solving? Most problem solving processes only have a few steps:
Students need to be given the opportunity to solve problems, ranging from simple ones, to more complex ones with time. Students with impairments also need to be instructed on how to solve problems to acquire better problem solving skills.
-
Identify and define the problem
-
List as many possible solutions as you can
-
Identify the impact of each solution
-
Choose the preferred solution based on its impact
-
Evaluate your choice and its efficacy.
What is Self Determination?
Self-Determination Theory (SDT) is a theory of motivation. It is concerned with supporting our natural or intrinsic tendencies to behave in effective and healthy ways.
The relationship between the different factors of motivation is what creates our self-determination. It is a combination of an individual’s experience of autonomy, competence, and relatedness, which, within a social context shape and impact our wellness and our quality of life. Below are 10 steps that one can follow in order to foster self-determination in your children, or the children you work with.
You must be a model
Teaching skills is extremely important, but skills alone will not help a child to grow. One needs to provide an opportunity for these skills to be used and tested. Not only will this provide an opportunity to refine these skills and learn new ones, but it also shows students that they are capable of doing things and making things happen in their lives. This is extremely important as at its core, self-determination is about making things happen in your life. It’s about knowing our strengths and limitations, and finding our way around these limitations. Students with disabilities also need to find their way around limitations. Too often, children have learnt that they are not capable, either because of previous failures, or because others have told them so. But they can come to believe they are capable, and overcome barriers if they are given the opportunity to do so, to practice the skills they are taught, and by succeeding in tasks. As the adults in their lives, saying “I believe in you!” may be one of the most important things we do!
Believe in each and every child
Many times when we think of working with students with disabilities, we think of deficits. We look at what the child cannot do, and see how we can fix this. Very often, we know exactly what the child cannot achieve, but nothing about what they can. It’s quite easy to see that focusing on these deficits does not help a child to see that they are capable, and does not help a child build higher expectations and believe that they are competent and able to achieve them. A consistent finding that you can come across in education literature is that students often achieve exactly what it is that their teachers expect them to achieve. When planning lessons and activities, it is important to focus on each student’s strengths and their uniqueness and to build on these. Students need to be shown that everyone is different, and that THAT’S OK! It’s ok that we learn differently. Students with disabilities need to learn that they have different learning needs, and that these needs can be met by their various abilities.
Emphasise their strengths
In order to accept that we are different, children need to be in an environment that respects diversity, therefore creating a learning community. Creating learning communities is extremely important in promoting self-determination. In these environments, students learn that they are important, that they have a voice and that this voice is valid. Most importantly, they learn that they can take risks. Risk-taking is extremely important in any learning process, as it allows them to try different solutions, and even work on what they think may be potentially unattainable goals. If students feel safe to try things without being afraid that they will be ridiculed or punished, then they will learn that failure is not an end, but something that takes them one step to success, and therefore, to self-determination.
Create a safe environment that allows children to take risks
