School Personnel

It’s important to recognize that decision making is a life skill that many assume children learn naturally as they grow up. However, for students with disabilities, learning how to make decisions and be independent may not develop those skills in the ways we expect. Because of that misunderstanding, many come to the often-false idea that people with disabilities simply don’t have what it takes to make decisions about their lives. When in reality, decision making is a skill that often requires direct instruction and hands-on experience for those with a disability.  This is where you, as an educator, can make a significant impact by integrating SDM into your teaching practices.

In the school setting, SDM can be a game-changer in helping students become more independent and preparing them for life after graduation. When students are actively involved in making decisions, they become more engaged, motivated, and invested in their education. They learn valuable skills such as problem-solving, critical thinking, and taking responsibility for their choices. Keep in mind that SDM is a flexible framework that can be adapted to fit the unique strengths and needs of each student. By collaborating with your students, you can help them identify their goals, explore options, and make decisions that align with their dreams and aspirations.

If want to learn more about the roles and principles of Supportive Decision Making, please take a look at our two previous toolkits:

Toolkit 1: Decision Maker – This toolkit is designed specifically for the person making the decisions, whom is refer to as the “Decision Maker.” It covers the basic principles and skills needed for effective decision making and includes activities and resources that introduce the main concepts of SDM.

Toolkit 2: Supporter – This toolkit goes over the roles, responsibilities, and expectations of a Supporter. Supporters people close to the Decision Maker who agree to be in their Circle of Support. There they help the Decision Maker think through options, gather information, and provide them advice and insight – all while allowing for the Decision Maker to have the final say.

As an educator, you have the opportunity to empower students with disabilities by integrating Supported Decision Making (SDM) into their educational experience. This section explores how SDM can be incorporated into Individualized Education Plans (IEP)s, focusing on student-led meetings, adaptive technology, and transition planning.

Transition planning is a critical process for students with disabilities as they prepare for life after high school. By incorporating Supported Decision Making (SDM) principles into this process, educators can empower students to take an active role in shaping their future. This approach focuses on developing students’ decision-making skills, self-advocacy, and independence. By implementing student-led IEP meetings, incorporating decision-making curricula, and providing appropriate supports, we can create a more inclusive and empowering learning environment. This section explores how to effectively integrate SDM into transition planning, ensuring that students are well-prepared for a self-determined life beyond the classroom.

Here are some ways to ensure that students are learning Decision Making Skills and given the chance to use them:

Student-Led IEP Meetings:

One of the most powerful ways to incorporate SDM into transition planning is through student-led IEP meetings. This approach helps students develop self-advocacy skills and ensures their voices are heard. To implement student-led IEP meetings:

• Work with students to identify their strengths, interests, and areas needing support.
• Encourage students to set their own goals and objectives, aligning educational needs with personal interests.
• Allow students to choose who attends their meetings, including friends, family, and trusted school members who understand their goals.
• Provide support and resources to help students prepare for and lead their meetings.

If you want to learn more about Student-Led IEP Process, please visit https://sites.google.com/pattan.net/sliep/.

Decision-Making Curriculum: Incorporating a decision-making curriculum into transition planning can help students develop critical skills for their future. Consider the following approaches:

• Use adaptive technology and communication supports to ensure all students can participate, regardless of their communication abilities.
• Implement visual supports, like picture schedules or choice boards, to aid in decision-making processes.
• Teach and practice effective communication strategies for expressing needs, rights, and preferences.
• Use person-centered planning techniques to help students identify their goals, strengths, and support needs.

• • If you want to learn more about teaching decision making, please visit I’m Determined

By incorporating SDM into IEPs, utilizing adaptive technology, and prioritizing transition planning, educators can create a more inclusive and empowering learning environment for students with disabilities, helping them develop critical decision-making skills and prepare for a more self-determined life beyond the classroom.

For a young adult with a disability in the school system, one of the biggest questions parents and caregivers have is – “When they turn 18 and leave school, how can I continue to look out for them?”

Often, the only answer parents are given is “Guardianship.” Yet when guardianship is presented as the only answer – parents and caregivers are left uninformed of options that may better serve and support their children. This issue is called the “school-to-guardianship pipeline.” While Guardianship is necessary in some cases, data shows there are currently a large number of young adults with disabilities being placed under Guardianship who are capable of making informed decisions about their lives.

For more information on the alternatives to guardianship like SDM, please see our 2nd toolkit here: LINK 

Ways to promote systems change

In addition to incorporating SDM and its principles into your education plan and philosophy, here are some examples of how to work on systems change for your students and community:

• Include information about SDM in your transitions planning, IEP materials, and provide handouts to parents informing them about alternative to guardianship, such as SDM. 
• Contact principals, superintendents, and school board members to suggest integrating SDM in the transition planning curriculum. See example letters here.
• Contact your local representatives to advocate for SDM and alternatives to Guardianships
• Send this website to anyone who you think can benefit from learning about SDM!

Congratulations on taking the first step towards integrating Supported Decision Making (SDM) into your educational practices! By advocating for SDM and empowering your students to make their own decisions, you are creating a future where all students are Decision Makers.

Here we have compiled additional resources, tools, and opportunities for you to continue your advocacy for SDM:

Your experiences, successes, and insights as educators are important to us. If you have a great story about SDM in your classroom or school, please send it by email to info@SDMPA.org.

Thank you for your dedication and commitment to this important work.

Lastly, if you would have a few moments, you can help us improve our website and toolkits by filling out this brief survey.