Creating Option-Rich Learning Environments

Abstract

Empowerment for people with disabilities occurs when professionals entrust them with the responsibility of informed decision making and active participation. The purpose of this article is to encourage special education professionals to create option-rich learning environments that facilitate the growth of individuals with disabilities toward self-determination. In this article, we discuss the centrality of self-determination, constraints to self-determination, and strategies to encourage individuals to become self-determined. When option-rich environments are created, human rights are respected, educational outcomes are successful, and participants and professionals can become more self-determined.

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

“…Eisenman (2007) highlighted the links between self-determination and school completion and suggested the importance of self-determination interventions such as autonomy-supportive instruction and various models of problem solving, goal setting, self-monitoring, and self-evaluation. Eisenman and other researchers have encouraged teachers to directly and systematically teach self-determination skills to learners with disabilities (e.g., Stoner, Angell, House, & Goins, 2006;Wall & Dattilo, 1995). Malian and Nevin (2002) concurred with these recommendations, noting that "the process of self-determination is teachable.…”

Implementing Self-Determination Activities

“…Based on their review of the literature on choice making and decision making, Wall and Dattilo (1995) noted that students with disabilities often experience limited opportunities for control and find themselves in environments that are unresponsive to their self-determination efforts. They recommended that in addition to teaching skills, educators must help create environments that provide frequent, rewarding opportunities to practice self-determined behavior.…”

Self-Determination and Leisure Experiences of Women Living in Two Group Homes

“…In Elm Home, due to the need to meet the responsibilities of the home and the policies of the agency, staff had difficulty incorporating strategies to support selfdetermined behavior. In contrast, a number of the strategies outlined by Wall and Dattilo (1995) were observed to be in use at Cairn Home. The experiences of the women would suggest that the implementation of strategies to facilitate self-determined leisure may be possible within group home settings with similar support systems.…”