Transition from school-to-work and self-determination are two important themes driving research and practice related to secondary education for students with disabilities. Although the value of career education, specific vocational experiences, and self-determination development is widely recognized, there is a need for research on the interplay of individuals' self-determination and new forms of career-oriented schooling introduced through general education in the last decade. In this paper, I discuss conceptual models and previous research that illuminate the complex and promising relationship between career-oriented schooling and self-determination for all students.
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