Resource Link

https://peatc.org/wp-content/uploads/2021/11/Supported-Decision-Making-and-SPED.pdf

Resource Description

Introduction: This document is a guide from PEATC (Parent Educational Advocacy Training Center) about Supported Decision-Making in special education programs. It is part of their series on helping students with disabilities transition to adult life. The guide explains what Supported Decision-Making is and how families can ask for it in their child's education plan.

Resource Summary

Content Summary: Special education programs must help students with disabilities prepare for adult life. This means helping them get ready for more school, jobs, and living on their own. But studies show that school staff often tell parents to get guardianship for their child without talking about other choices first. Guardianship can hurt a person's health if they can actually make decisions with help. Supported Decision-Making is when you get help from people you trust to make your own choices. This is how most people make hard decisions anyway. You might ask a friend for advice or talk to an expert to get information. Then you use that help to decide what is best for you. A person named Jenny Hatch became famous for winning the right to use this instead of having a guardian. She showed a judge that she had people who helped her understand and make decisions. When people use Supported Decision-Making, they have more control over their lives. Research shows this leads to better outcomes. People are more likely to be independent, have jobs, and be safer. The same is true for students with disabilities. Those who can make more of their own decisions do better in school and after they graduate. The guide gives families several ways to ask for Supported Decision-Making help. They should start early, even with very young children. Parents can work with their child's IEP team to look at how well the student makes decisions. They can ask for testing to see what help the child needs. Students can lead their own IEP meetings to practice making decisions in a safe place. The guide suggests making special goals called "I Statement" goals. These are different from regular goals because they tell the student what they will do, not just what they must avoid. For example, instead of "The student will use good grammar," an I Statement goal might say "I will work with my teacher to pick topics I like and write about them using good grammar." This helps students practice getting help while learning. As students get older, they can get transition services to prepare for life after school. The guide mentions that PEATC has another booklet about these services. Throughout the process, families can contact PEATC for help and questions. The main message is that students with disabilities should learn to make their own decisions with support. This helps them avoid unnecessary guardianship and live more independent lives as adults.