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The ChoiceMaker Curriculum
- Neal Lieberman
- Nov 3, 2024
- 2 min read
Hello everyone,
I wanted to take the time to discuss the ChoiceMaker Curriculum today. ChoiceMaker has three strands: choosing goals, expressing goals, and taking action. The NTACT:C also relates the instructional tool to a student self-directed Individual Educational Program (IEP), which is related to all the predictors (see previous post), although specifically mentioned, are self-determination/self-advocacy, youth autonomy with decision-making, and goal setting. I would like to discuss the first strand, choosing goals.
Many may not know that IEPs require at least two transition goals when a student turns 16 within their IEP year. In other words, if they have their IEP at 15, then transition goals are required, but if they don't turn 16 within their IEP year, then transition goals are unnecessary, although states can require that IEPs contain transition goals at an earlier age. The two goals required must relate to education and employment. A third goal, independent living, may be used when it is applicable to a student. The first strand of the ChoiceMaker tool relates to the IEP requirement because it teaches students how to choose goals. According to the curriculum, the choosing goals strand provides (1) how to identify interests, strengths, and weaknesses, (2) how to identify opportunities, and (3) how to develop postsecondary goals. These areas focus mainly on education but are also mixed in with employment and personal goals (Martin & Marshall, 1995). The ChoiceMaker goal strand teaches how to create educational, employment, and personal goals. It also provides instructions and materials but is not so rigid that it can't be adapted.
Interestingly, the Individuals with Disabilities Educational Improvement Act (IDEIA) does not explicitly state personal goals. However, since all goals should involve the student, then, at least in theory, they should all be personal goals. The awareness of ChoiceMaker's choosing goals strand is needed to assist with the process. While researchers may know of the tool, it is unclear whether educators are aware of it. I would love to hear from special educators, general educators, and administrators about whether you have ever heard of the instructional tool, used it, or are using it. I would also like to hear the same from parents.
My main purpose here is to help everyone understand that teaching students, and I would venture to teach anyone how to create goals will enhance the self-determination and success of an individual. Having the ability to create goals is linked to more positive postsecondary outcomes and should not be overlooked. For more information, I suggest looking at the research by Wehmeyer and Shogren. My desire, or goal, in writing this post is for others to look up the ChoiceMaker curriculum, to become aware of it (this is not a commercial, and I don't get anything from it), and see how the program can assist with teaching the creation of goals. If you think a person might benefit from this process, look at it and let me know your thoughts.
As always,
Thank you for reading, and please leave a comment.
Neal Lieberman
Doctoral Student
Martin, J. E., & Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, (30), 147-156. doi.org/10.1177/105345129503000304
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This is very good information for use not only in an educational setting, but in various applications when working with youth (particularly those coming from challenged environments). I work at a non-profit to assist at-risk and unhoused youth who are often not even thinking of goals when they arrive at our centers. Once we start work with them to conceptualize what they want in their futures, making definable and actionable plans and revisiting their progress towards their goals is so important in building their confidence and abilities to becoming more self-determined in their futures. Looking forward to using some more of these types of resources!
The question of how to set individual goals for students is really important. As an educator who does not work with students with special needs, I hadn't quite thought about framing things this way, but the idea of determining individual goals and then creating an action plan to realize them seems very smart to me, and applicable for anyone!
The Choice Maker Curriculum is new to me, even though I have used the TAGG as a tool to develop disability self-awareness in students with disabilities. I've felt that in the resource classroom we have this time afforded to us where we can devote dedicated transition education and therefore can make this happen for our students. Asking the deliberate questions provided by the curriculum is a great tool. If we put that tool into the hands of general education students, too, I wonder if students with disabilities would find greater acceptance working in small mixed groups.