Advice from Adults with Physical Disabilities on Fostering Self-Determination during the School Years

Exploring the perspectives of prosthetic and orthotic users: past and present experiences and insights for the future

“…The changes in the health care model over time, which places importance on the team approach with the user central and in control, has been shown through a range of studies to impact on satisfaction and feelings of self-efficacy [19,23,24]. These impacts were corroborated in the current study, with the views that the participants expressed around the changes that have occurred, in being listened to, heard, and considered as a key component of their own health.…”

Virginia's self-determination project: Assisting students with disabilities to become college and career ready

“…Adults with disabilities, their advocates and policymakers have supported the development of self-determination skills in students with disabilities (Angell, Stoner, & Fulk, 2010;Test et al, 2004). The Individuals with Disabilities Act of 1990 (IDEA), amended in1997 and 2004, requires student involvement in the Individualized Education Program (IEP).…”

“…To accomplish this, students must have a voice and direct involvement in the IEP process. Additionally, amendments to the Rehabilitation Act of 1973 require that individuals with disabilities be involved in the development of their Individualized Plan for Employment (IPE) (Angell et al, 2010). Including students in planning and decision-making engages them and motivates them to work toward the goals they set.…”

Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations

“…Teaching students to actively participate in IEP and transition meetings and to request accommodations have been identified as best practices to promote the transition of students with disabilities to postsecondary settings (Pocock et al, 2002;Wehmeyer et al, 2007). Further, college students with disabilities have identified self-advocacy skills (e.g., knowing how their disability impacts them, requesting accommodations, and communicating effectively) in postsecondary educational settings as being instrumental to their success (Angell et al, 2010;Finn et al, 2008;Getzel & Thoma, 2008;Gil, 2007;Hadley, 2006;Morningstar et al, 2010;Shaw et al, 2009).…”

“…Considering self-determination skills may take years to develop, researchers have recommended that students have continuing opportunities to enhance these skills from the time they enter school and continue throughout their educational paths (e.g., Webb, Patterson, Syverud, & Seabrooks-Blackmore, 2008;Wehmeyer, Sands, Doll, & Palmer, 1997). In a study to determine the factors that most significantly impacted the development of self-determination during the school years, adults with physical disabilities identified the availability of on-going opportunities to practice selfdetermination skills as the most important variable fostering their self-determination (Angell, Stoner, & Fulk, 2010). Participants acknowledged that experiencing both positive and negative outcomes promote the growth of self-determination.…”