Putting Self-Determination into Practice

Abstract

Self-determination (SD) has been a major topic in special education literature over the past 10 years, but research-based practices on SD for students with disabilities are still limited. This study was designed to examine 6 programs identified as placing a major emphasis on promoting SD with students with disabilities. Qualitative data were gathered to examine stakeholder perceptions of SD outcomes, describe promising practices for promoting SD, and identify conditions supporting and barriers inhibiting successful implementation of practices. Data were analyzed through a cross-case analysis and were represented as themes reflective of perceptions of program success, site characteristics, promising practices, and factors that supported and/or impeded implementation. Recommendations for practice and future research are discussed.

Using Self-Determination of Senior College Students with Disabilities to Predict Their Quality of Life One Year after Graduation

“…Similarly, this ability refers to the individual being able to make decisions that most fulfills his interests (Mithaug, Campeau, & Wolman, 2003). In addition, Karvonen, Test, Wood, Browder, and Algozzine (2004) believe that selfdetermination is a skill that combines knowledge, beliefs, and action, and that it allows the individual the ability to set and achieve goals, solve problems, and be independent. Other researchers have indicated that self-determination is a complex concept encompassing multiple abilities, including self-knowledge, choice and decision making, setting goals, solving problems, and acting with autonomy (Abery & Stancliffe, 2003).…”

Promoting Self-Determination for Better Health and Wellbeing for Adolescents who have an Intellectual Disability

“…There was a greater awareness of the need to teach students knowledge and language that is required to talk about their bodies and their health with parents/carers and doctors to ensure they can become more self-determined in their transition after school. The findings reinforce the need for more examples about the ways in which programs are implemented (Karvonen et al, 2004). Then teachers can use curriculum resources and models of teaching to improve their own practice and ensure they have high expectations of what students could achieve in developing self-determination.…”

“…There are few reports to inform teachers about the ways to implement curriculum that focus on developing student self-determination (Karvonen et al, 2004). Algozzine, Browder, Karvonen, Test, and Wood (2001) conducted a meta-analysis of 51 studies to identify the effectiveness of self-determination interventions for people with disabilities.…”

“I Think I’m Reaching My Potential”

“…Furthermore, simply spending time in general education itself is not a significant predictor of self-determination (Shogren et al, 2007;Zhang, 2001). Current research indicates that few studies have identified how self-determination-promoting practices may be incorporated within existing general education classroom and school environments (Carter, Lane, Pierson, & Stang, 2008;Cobb et al, 2009;Eisenman, 2007;Karvonen, 537349C DEXXX10.1177/2165143414537349Career Development andTransition for Exceptional IndividualsEisenman et al research-article2014 1 University of Delaware, Newark, USA Test, Wood, Browder, & Algozzine, 2004;Zhang, Katsiyannis, & Zhang, 2002). One approach to understanding how self-determination development may be cultivated within inclusive settings is to consider, first, how high schools can contribute to positive youth development, and second, the features of schools that support the inclusion of adolescents with disabilities.…”