Despite weak correlations between IQ scores and self-determination, research indicates that individuals with intellectual disability (ID) show lower levels of self-determination than their non-disabled peers, and that they experience lower effects of self-determination interventions.From a Vygotskian perspective, self-determination skills can be considered complex cognitive abilities that develop through social interaction with and adequate scaffolding by competent tutors. This approach raises the need to look into how self-determination interventions can be adapted to the cognitive profiles of individuals with ID. In this article, the Self-Determined Learning Model of Instruction was used with eight adolescents with mild ID over a threemonth period. Typical challenges that were encountered are described, and suggestions for how these challenges can be addressed are discussed. Findings from this study illustrate how the development of self-determination skills may be facilitated when there is congruence between the individual's neurobiological development and the social conditions for development.

Qualitative interviews form an efficient tool when wanting to access the subjective experiences of an individual. For respondents with intellectual disability, facilitation of the interview may be necessary to help them provide rich descriptions. In this article, the authors discuss several communication techniques from counselling practice (silence and encouraging prompts, rephrasing questions; repeating, paraphrasing and summarizing responses) as a means to improve the quality of the interviews. Examples to illustrate these techniques are provided. Further, possible threats to validity that may occur as a result of the facilitation are discussed, and ways to counter these threats are suggested.

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In Norway, very few people with intellectual disability (ID) are employed, and most of them receive a disability pension. This suggests that they may not face a financial need for employment, but participation in the labor market may provide persons with ID with other benefits, such as social inclusion and selfrealization. This article explores what motivates Norwegian adults with ID to participate in the labor market. The study is based on qualitative interviews with use of photovoice with seven employees from sheltered workshops and competitive employment, and their employers. A thematic structural analysis revealed the following themes: experience of self-efficacy, having sufficient workload, personal development, self-determination, salary, social relationships, and meaningful employment. These themes were then structured into three categories based on Ryan and Deci's ( 2002) self-determination theory: competence, autonomy, and relatedness. Findings suggest that employees with ID value their work for the sense of self-efficacy that it gives them and for the social contact that the work floor provides. Participants reported to experience little autonomy and self-determination at work.

Literacy competence is a prerequisite for community participation. Yet, many students with intellectual disability do not meet the minimum criteria for proficiency in reading and writing. With poor performance in these academic areas, motivation for learning may be dwindling, which in turn may lead to even poorer performance. The present study uses a single‐case experimental design to investigate how student‐directed learning may address this double challenge of motivation and performance. In the study, five adolescents (aged 13–15) with mild intellectual disability used the Self‐Determined Learning Model of Instruction to select self‐chosen goals within reading and writing skills. Despite little prior knowledge of the goal setting and action planning process, all participating students attained their literacy goals. This finding emphasises the need for special educators to provide their students with frequent opportunities and training to practice and refine the necessary skills for active participation in the learning process. Doing so may enhance students' motivation for learning as well as their academic performances.