AberyB., & StancliffeR., (1996). The ecology of self-determination. In SandsD. J. & WehmeyerM. (Eds.), Self-determination across the lifespan: Independence and choice for people with disabilities (pp. 111–145). Baltimore: Paul H. Brookes.*
2.
AgranM.SnowK., & SwanerJ., (1999). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293–301.
3.
EllisE. S.DeshlerD. D.LenzB. K.SchumakerJ. B., & ClarkF. L., (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(4), 1–24.
4.
FieldS., (1996). Self-determination instructional strategies for youth with learning disabilities. Journal of Learning Disabilities, 29, 40–52.
5.
FieldS., & HoffmanA., (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159–169.
6.
FieldS.MartinJ.MillerR.WardM., & WehmeyerM., (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.*
7.
HalloranW. D., (1993). Transition service requirements: Issues, implications, challenge. In EavesR. C. & McLaughlinP. J. (Eds.), Recent advances in special education and rehabilitation (pp. 210–224). Boston: Andover.*
8.
JermanS. L.MartinJ. E.MarshallL. H., & SaleP. R., (2000). Promoting self-determination: Using Take Action to teach goal attainment. Career Development for Exceptional Individuals, 23, 27–38.
9.
MarshallL. H.MartinJ. E.MaxsonL.HughesW.MillerT.McGillT., & JermanP. (1999). Take action: Making goals happen. Longmont, CO: Sopris West.*
10.
MartinJ. E., & MarshallL. H., (1995) Choicemaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30, 147–156.
11.
MithaugD.CampeauP., & WolmanJ., (1992). Research on self-determination in individuals with disabilities. Unpublished Manuscript.
12.
PowersL. E.TurnerA.MatuszewskiJ.WilsonR., & PhillipsA. (in press). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals.
13.
Van ReusenA. K., & BosC. S., (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466–475.
14.
Van ReusenA. K.DeshlerD. D., & SchumakerJ. B., (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the Individualized Education Program planning process. Learning Disabilities, 1, 23–34.
15.
WardM. J., (1988). The many facets of self-determination. NICHCY Transition Summary: National Information Center for Children and Youth with Disabilities, 5, 2–3.
16.
WehmeyerM. L., (1996). Self-determination in youth with severe cognitive disabilities: From theory to practice. In PowersL. E.SingerG. H. S., & SowersJ. (Eds.), On the road to autonomy: Promoting self-competence for children and youth with disabilities (pp. 17–36). Baltimore: Paul H. Brookes.*
17.
WehmeyerM. L., (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14, 53–61.
18.
WehmeyerM. L.AgranM., & HughesC. A., (2000). A national survey of teachers' promotion of self-determination and student directed learning. The Journal of Special Education, 34, 58–68.
19.
WehmeyerM., & LawrenceM., (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69–83.
20.
WehmeyerM. L., & SchwartzM., (1997). Self-determination and positive adult out-comes: A follow up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245–255.
21.
WehmeyerM. L., & SchwartzM., (1998). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75–86.
22.
ZhangD., (2000). The effects of self-determination instruction on high school students with mild disabilities. Louisiana Education Research Journal, 25(1), 29–54.