Self-determination has received significant attention in the special education field, but scholars’ knowledge of how culturally and linguistically diverse learners and their families perceive interventions to promote self-determination remains limited. Understanding how the construct is perceived in diverse cultures is critically important given the growing diversity of society. This article reviewed existing research and scholarship examining the relation between culture and self-determination in students with disabilities. In all, 10 theoretical, review, and research articles that specifically addressed this topic were identified. Generally, the body of scholarship suggests that the self-determination construct could have universal value if a flexible framework that considers cultural and systems-level variables is utilized to develop individualized interventions. Implications for future research and practice are discussed.
References marked with an asterisk indicate studies included in the review.
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Algozzine, B., Browder, D., Karvonen, M., Test, D.W., & Wood, W.M. ( 2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research , 71, 219-277.
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Bronfenbrenner, U. ( 1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
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Brotherson, M.J., Cook, C.C., Erwin, E.E., & Weigel, C.J. ( 2008). Understanding self-determination and families of young children with disabilities in home environments. Journal of Early Intervention, 31, 22-43.
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Cobb, R.B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. ( 2009). Self-determination for students with disabilities: A narrative metasynthesis. Career Development for Exceptional Individuals, 32, 108-114.
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Dyches, T.T., Wilder, L.K., Algozzine, B., & Obiakor, F.E. ( 2007). Working with multicultural learners with autism. In F. E. Obiakor (Ed.), Multicultural special education: Culturally responsive teaching (pp. 126-139). Upper Saddle River, NJ: Pearson.
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Eisenman, L.T., & Chamberlin, M. (2001). Implementing self-determination activities: Lessons from schools. Remedial and Special Education , 22, 138-147.
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Field, S., Martin, J.E., Miller, R., Ward, M.J., & Wehmeyer, M.L. (1998). Self-determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113-128.
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*Frankland, H.C., Turnbull, A.P., Wehmeyer, M.L., & Blackmountain, L. (2004). An exploration of the self-determination construct and disability as it relates to the Dine (Navajo) culture. Education and Training in Developmental Disabilities , 39, 191-205.
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Gersten, R., Fuchs, L.S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
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Grigal, M., Neubert, D.A., Moon, S.M., & Graham, S. ( 2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97-112.
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Hollins, E.R., & Oliver, E.I. ( 1999). Pathways to success in school: Culturally responsive teaching. Mahwah, NJ: Lawrence Erlbaum .
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Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. ( 2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
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Kalyanpur, M., & Harry, B. ( 1999). Culture in special education. Baltimore , MD: Brookes.
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*Leake, D., & Boone, R. ( 2007). Multicultural perspectives on self-determination from youth, parent, and teach focus groupsCareer Development for Exceptional Individuals, 30, 104-115.
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*Lee, S.H., & Wehmeyer, M.L. (2004). A review of the Korean literature related to self-determination: Future directions and practices for promoting the self-determination of students with disabilities. Korean Journal of Special Education, 38, 369-390.
Obiakor, F.E. ( 2007). Multicultural special education: Effective intervention for today’s schools. Intervention in School and Clinic , 42, 148-155.
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*Ohtake, Y., & Wehmeyer, M.L. (2004). Applying the self-determination theory to Japanese special education contexts: A four-step model. Journal of Policy and Practice in Intellectual Disabilities, 1, 169-178.
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Shogren, K.A., & Turnbull, A.P. (2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants and Young Children, 19, 338-352.
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Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., Little, T.D., Garner, N., & Lawrence, M. ( 2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
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Snell, M.E., & Brown, F. ( 2006). Instruction of students with severe disabilities (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
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Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., . . . Kortering, L. (2009). Evidence-based practices in secondary transition . Career Development for Exceptional Individuals, 32, 115-128.
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Thoma, C.A., Baker, S.R., & Saddler, S.J. ( 2002). Self-determination in teacher education: A model to facilitate transition planning for students with disabilities. Remedial and Special Education, 23, 82-89.
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Thoma, C.A., Nathanson, R., Baker, S.R., & Tamura, R. ( 2002). Self-determination: What do special educators know and where do they learn it? Remedial and Special Education, 23, 242-247.
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*Trainor, A. ( 2002). Self-determination for students with learning disabilities: Is it a universal value? International Journal of Qualitative Studies in Education, 15, 711-725.
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*Trainor, A. ( 2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233-248.
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Trainor, A., Lindstrom, L., Simon-Burroughs, M., Martin, J.E., & Sorrells, A.M. (2008). From marginalized to maximized opportunities for diverse youths with disabilities: A position paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 31, 56-64.
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Turnbull, A.P., Turnbull, H.R., Erwin, E.E., Soodak, L.C., & Shogren, K.A. ( 2010). Families, professionals, and exceptionality: Positive outcomes through partnership and trust (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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*Valenzuela, R.L., & Martin, J.E. ( 2005). Self-Directed IEP: Bridging values of diverse cultures and secondary education. Career Development for Exceptional Individuals, 28, 4-14.
31.
Wehmeyer, M.L. ( 1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15-34). Baltimore, MD: Brookes.
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Wehmeyer, M.L. ( 1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Journal of the Association for Persons with Severe Handicaps, 23, 5-16.
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Wehmeyer, M.L. ( 2003). A functional theory of self-determination: Model overview . In M. L. Wehmeyer, B. Abery, D. E. Mithaug , & R. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 182-201). Springfield, IL: Charles C Thomas.
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Wehmeyer, M.L. ( 2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113-120.
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Wehmeyer, M.L., Abery, B., Mithaug, D.E., & Stancliffe, R. (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C Thomas.
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Wehmeyer, M.L., Agran, M., & Hughes, C. ( 2000). A national survey of teachers’ promotion of self-determination and student-directed learning. Journal of Special Education , 34, 58-68.
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Wehmeyer, M.L., Kelchner, K., & Richards, S. ( 1996). Essential characteristics of self-determined behavior of individuals with mental retardation. American Journal on Mental Retardation, 100, 632-642.
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Wehmeyer, M.L., & Palmer, S.B. ( 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, 131-144.
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Wehmeyer, M.L., & Schwartz, M. ( 1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
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Wood, W.M., Fowler, C.H., Uphold, N., & Test, D.W. ( 2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 30, 121-146.
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Wood, W.M., & Test, D.W. ( 2001). Final performance report: Self-determination synthesis project. CharlotteUniversity of North Carolina at Charlotte.
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*Zhang, D. ( 2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children’s special education status. Research and Practice for Persons with Severe Disabilities, 30, 154-162.
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*Zhang, D., & Benz, M.R. ( 2006). Enhancing self-determination of culturally diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 38(9), 1-12.
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*Zhang, D., Wehmeyer, M.L., & Chen, L.-J. ( 2005). Parent and teacher engagement in fostering the self-determination of students with disabilities: A comparison between the United States and the Republic of China. Remedial and Special Education, 26, 55-64.
