Promoting Self-Determination

Arndt S. A. Konrad M. Test D. W. (2006). Effects of the self-directed IEP on student participation in planning meetings. Remedial and Special Education, 27, 194–207.

Cho H. Wehmeyer M. L. Kingston N. M. (2012). The effect of social and classroom ecological factors on promoting self-determination in elementary school. Preventing School Failure, 56(1), 19–28.

Dymond S. K. Russell D. L. (2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Developmental Disabilities, 39, 127–140.

Gilberts G. H. Agran M. Hughes C. Wehmeyer M. L. (2001). The effects of peer-delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal of the Association for Persons With Severe Handicaps, 26, 25–36.

Kleinert J. O. Harrison E. M. Fisher T. L. Kleinert H. L. (2010). “I Can” and “I Did”—Self-advocacy for young students with developmental disabilities. TEACHING Exceptional Children, 43(2), 16–26.

Lee S. Palmer S. B. Turnbull A. P. Wehmeyer M. L. (2006). A model for parent—teacher collaboration to promote self-determination in young children with disabilities. TEACHING Exceptional Children, 38(3), 36–41.

McDougall J. Evans J. Baldwin P. (2010). The importance of self-determination to perceived quality of life for youth and young adults with chronic conditions and disabilities. Remedial and Special Education, 31(4), 252–260.

National Dissemination Center for Children with Disabilities (NICHCY; 2010). Supports, modifications, and accommodations for students. Retrieved from http://nichcy.org/schoolage/.

Palmer S. B. Wehmeyer M. L. (2003). Promoting self-determination in early elementary school. Remedial and Special Education, 24, 115–127.

Sebag R. (2010). Behavior management through self-advocacy: A strategy for secondary students with learning disabilities. TEACHING Exceptional Children, 42(6), 22–29.

Simpson R. L. (2004). Inclusion of students with behavior disorders in general education settings: Research and measurement issues. Behavioral Disorders, 30, 19–31.

Turnbull A. Turnbull R. Wehmeyer M. L. Shogren K. A. (2013). Exceptional lives: Special education in today's schools. Boston, MA: Pearson.

Ward M. J. (2006). Self-determination and special education: Lessons learned and challenges to address. TASH Connections, 32(6), 40–43. Retrieved from http://www.tash.org/express/06mayjun/ward.htm.

Wehmeyer M. L. (1996). Self-determination as an educational outcome. In Sands D. J. Wehmeyer M. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 65–90). Baltimore, MD: Paul Brookes.

Wehmeyer M. L. Palmer S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.

Zionts L. T. Hoza T. E. Banks T. I. (2004). Self-advocacy, self-determination, and adolescent brain research: What are the implications for youth with EBD? Beyond Behavior, 13(3), 9–11.