This article serves as a comprehensive model of tools to help children with learning disabilities to be able to succeed. The article specifically touches upon using self-determination techniques by providing a ten-step process to teach students self-advocacy for IEP accommodations and including an example of a checklist the student should use in the process.
Abstract:
Natalia and the rest of her third grade class were taking a unit assessment in mathematics. Natalia and her mother studied together all week, and she felt confident with the material. She knew how to successfully complete the problems on her own, but her reading disability made it difficult for her to read word problems independently. In order to address this concern, Natalia’s MultiDisciplinary Evaluation Team decided that word problems would be read aloud as an accommodation in her most recent individualized education program (IEP), yet how this information was communicated to Natalia was not made clear.
Publication Date: May/June 2013