Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Abstract

Introduction:

Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision).

Method:

Self-determination studies were identified through searches of electronic databases for articles published from 2003 to 2016. Two researchers reviewed the articles and rated them in terms of quality indicators for research in special education.

Results:

Eleven articles, using correlational, qualitative, group experimental or quasi-experimental, and single-case research designs, met inclusion criteria for this literature review. Adherence to the quality indicators varied from 33% to 100%.

Discussion:

Students with visual impairments need age-appropriate opportunities to develop self-determination skills in school, home, and community settings. Short-term, focused programs and interventions may be promising methods for teaching self-determination skills; however, more research needs to be conducted to establish evidence-based practices in this area.

Implications for practitioners:

Practitioners can facilitate development of self-determination skills by supporting students in making decisions affecting their lives, encouraging involvement of students in the education and transition planning processes, and promoting self-advocacy.