POLICY ON PROMOTING SELF-DETERMINATION

INTRODUCTION
Staff, parents and pupils identified the need for this policy during an audit of school development needs in 2000.  This policy was developed through consultation with the whole staff and led by the Principal, Promoting Self-Determination Co-ordinator and Promoting Self-Determination Core Group.  Promoting Self-Determination is at the centre of the Foyle View ethos and is an integral part of school and departmental planning.  This policy is conjoined with the targets as laid out in the school development plan.

We define promoting Self-determination broadly, as developing those attitudes, abilities and skills associated with personal independence and preparation for adulthood
KEY PRINCIPLES
  1. The enablement of our pupils to take greater control over their lives is central to the ethos of Foyle View School.
  1. Children and young people learn within an emotional context that can enable or disable.
  1. All staff are expected to be what our pupils need them to be.
  1. A pupil’s  experience of disability also includes the attitudes, beliefs, values and practices of the staff that work with him/her.
  1. Promoting self-determination requires a whole school enabling environment.
  1. Links between home and school are crucial to ensure a consistent environment that is enabling.
AIMS
To promote the acquisition of the following:

Autonomous behaviour;

Occurs when a pupil acts according to his/her own preferences, interests and abilities free from undue interference.

Self-regulation;

Includes self-management strategies, goal setting and attainment behaviours, problem - solving behaviours, observational learning strategies. 

Psychologically empowered behaviours;

These include concepts that a person has about his/her

personal efficacy, 

(your perception of your ability to bring about your desired outcomes)

locus of control,

(your belief about who has control)

motivation          

(the urge or desire to apply skills to affect outcomes).

Self-realisation.

People who are self-determined use information and knowledge about themselves to their own advantage
OBJECTIVES 
In promoting self-determination we aim to develop skills, abilities and positive attitudes in the following areas: 

Self-esteem

Choice–making

Decision-making

Independence

Problem- solving

Positive self-efficacy

Work Skills

Travel Skills

Independent Leisure Skills

In the design and evaluation of their teaching and learning teachers will incorporate promoting self-determination into existing schemes of work based upon the Foyle View Guide to Promoting Self-Determination
METHODOLOGY 
The Foyle View Guide to Promoting Self-Determination will be used as focus for creating an empowering learning environment.  A number of significant points should be taken into account. All staff involved with our pupils have a key role as enablers.  This requires a commitment to the rights of the individual and recognition of the fact that children may be disabled by the attitudes and beliefs that surround them.  Promoting self-determination will be facilitated when the learning environment

Promotes gradual independence and personal control at a level appropriate to the individual;

Promotes high expectations and facilitates access to success;

Involves students in the ownership and direction of their learning;

Enhances self-awareness and promotes the acquisition of positive self-esteem;

Is responsive to the individual student;

Promotes inclusive practices with parents and other organisations and agencies;

Provides external accreditation and recognition of learning;

Is age appropriate.

  Promoting self-determination will be facilitated when Educators are:

Reflective

Democratic

Discursive

Innovative

Positive

Challenging

Inclusive

Responsive

Empowering

Approaches/Activities designed to promote self-determination which are incorporated into the curriculum at Foyle View include:

Circle Time

Pupil – Teacher interviews

Social Education Programmes

PSE Programmes

Peer Mediation/ Mentoring

Pupil Plans

AQA Accreditation Scheme

National Skills Accreditation for Live and Living

After School Clubs

Whole School Assemblies (Pupil/Class of the Month etc)

Outdoor Pursuits/Recreational Activities

Special Olympics

Work Experience

Travel Training

Parental and Multi-disciplinary contacts

School concerts/ Play

ORGANISATION
Ensuring that all pupils are treated in ways that enable them as individuals is the responsibility of all staff.  Promoting self-determination should be understood as relating to an enabling culture that permeates all aspects of school life; from formal lessons in the classroom to whole school assemblies and from how pupils are greeted in the morning to how pupils’ achievements are reported on parents’ night.  Each class has responsibilities to ensure that the personal and social development needs of individual pupils are targeted, implemented in programme and reviewed accordingly.
STAFF DEVELOPMENT 
Staff needs will be reviewed on an annual basis as part of the school curriculum review and school development plan review process.  As part of the induction procedure all new staff will be taken through the policy.  Staff who wish to pursue training that directly relates to promoting self-determination will be actively and encouraged to do so and supported where possible. 
RESOURCES 
A Resources bank for promoting self-determination is accessible through the PSD Co-ordinator.  Resources will be regularly audited and will be the responsibility of the PSD Co-ordinator.  The identification of appropriate resources should be fed through the core group for acquisition to be explored.  A budget allocation for promoting self-determination will be reviewed on an annual basis

ASSESSMENT AND EVALUATION

Assessment and evaluation for pupils will take place within existing policy guidelines (see Policy on Assessment, Recording and Reporting).  Overall implementation of the policy for promoting self-determination is the responsibility of the Principal.

to top