Teaching students to become self-determined young people has gained wide acceptance as an important outcome of the transition process. There is, however, limited information regarding the degree to which students actually receive instruction enabling them to become self-determined. This study examined the transition goals of students with mental retardation to determine the degree to which these students were being taught skills related to self-determination. Results indicated that there was limited emphasis in transition goals on self-determination. Our discussion focuses on the need to provide systematic instruction in component elements of self-determination in order to achieve this outcome.
Get full access to this article
View all access options for this article.
References
1.
Abery, B. (1993). A conceptual framework for enhancing self-determination . In M. Hayden, & B.Abery (Eds.), Challenges for a service system in transtion: Ensuring quality community experiences for persons with developmental disabilities (pp. 345-380). Baltimore: Paul H. Brookes.
2.
Agran, M. (1997). Student-directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole .
3.
Agran, M., Snow, K., & Swaner, J. (in press). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities.
4.
Brown, F., & Gothelf, C.R. (1996). Self-determination for all individuals. In D.H. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 335-353). Baltimore: Paul H. Brookes.
5.
Carter-Ludi, D., & Martin, L. (1995). The road to personal freedom: Self-determination . Intervention in School and Clinic, 30, 164-169.
6.
Doll, B., Sands, DJ, Wehmeyer, M.L., & Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. In D.J. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 63-88). Baltimore: Paul H. Brookes.
7.
Field, S. (1996). Self-determination instructional strategies for youth with learning disabilities. Journal of Learning Disabilities , 29, 40-52.
8.
Forness, S.R., Kavale, K.A., Blum, I.M., & Lloyd, J.W. (1997). Mega-analysis of meta-analyses: What works in special education and related services. Teaching Exceptional Children, 29, 4-9.
9.
Gagne, R. (1994). A self-made man. In V.J. Bradley, J. W. Ashbaugh, & B. C. Blaney (Eds.), Creating individual supports for people with developmental disabilities (pp. 327-334). Baltimore: Paul H. Brookes.
10.
Johnson, D.R., Sharpe, M., Sinclair, M.F., Hasazi, S., Furney, K., & DeStefano, L. (1997). Report on the national survey of the implementation of the IDEA transition requirements. Minneapolis, MN: Institute on Community Integration, University of Minnesota.
11.
Kennedy, M. (1996). Self-determination and trust: My experiences and thoughts. In DJ. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 35-47). Baltimore: Paul H. Brookes.
12.
Martin, J.E., & Marshall, L.H. (1995). Choice-Maker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30, 147-156.
13.
Martin, J.E., & Marshall, L.H. (1996). Choice-Maker: Infusing self-determination instruction into the IEP and transition process. In DJ. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 215-236). Baltimore, MD: Paul H. Brookes.
Park, H.S., & Gaylord-Ross, R. (1989). A problem-solving approach to social skills training in employment settings with mentally retarded youth . Journal of Applied Behavior Analysis, 22, 373-380.
16.
Powers, L.E., Sowers, J., Turner, A., Nesbitt, M., Knowles, E., & Ellison, R. (1996). Take Charge: A model for promoting self-determination among adolescents with challenges. In. L.E. Powers, G.H.S. Singer, & J. Sowers (Eds.), On the road to autonomy: Promoting self-competence in children and youth with disabilities (pp. 291-322). Baltimore: Paul H. Brookes.
17.
Sands, D.J., & Wehmeyer, M.L. (1996). Self-determination across the life span: Independence and choice for people with disabilities. Baltimore, MD: Paul H. Brookes, Publishers .
18.
Serna, L.A., & Lau-Smith, J. (1995). Learning with a PURPOSE: Self-determination skills for students who are at risk for school and community failure. Intervention in School and Clinic, 30, 142-146.
19.
Stancliffe, R., & Wehmeyer, M.L. (1995). Variability in the availability of choice to adults with mental retardation. Journal of Vocational Rehabilitation, 5, 319-328.
20.
Van Reusen, A.K., Bos, C.S., Schumaker, J.B., & Deshler, D.D. (1994). The self-advocacy strategy for education and transition planning. Lawrence, KS: Edge Enterprises, Inc.
21.
Ward, MJ (1996). Coming of age in the age of self-determination: A historical and personal perspective. In DJ. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 1-14). Baltimore, MD: Paul H. Brookes.
22.
Ward, M.J., & Kohler, P.D. (1996). Promoting self-determination for individuals with disabilities: Content and process. In L.E. Powers, G.H.S. Singer, &J. Sowers (Eds.), On the road to autonomy: Promoting self-competence in children and youth with disabilities (pp. 275-290). Baltimore: Paul H. Brookes.
23.
Wehmeyer, M.L. (1997). Self-determination as an educational outcome: A definitional framework and implications for intervention. Journal of Developmental and Physical Disabilities, 9, 175-209.
24.
Wehmeyer, M.L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In DJ. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15-34). Baltimore, MD: Paul H. Brookes.
25.
Wehmeyer, M.L., Agran, M., & Hughes, C. (1998). Teaching self-determination to youth with disabilities: Basic skills for successful transition. Baltimore, MD: Paul H. Brookes Publishers.
26.
Wehmeyer, M.L., & Kelchner, K. (1994). Interpersonal cognitive problem-solving skills of individuals with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 265-278.
27.
Wehmeyer, M.L., Kelchner, K., & Richards, S. (1995). Individual and environmental factors related to the self-determination of adults with mental retardation. Journal of Vocational Rehabilitation, 5, 291-305.
28.
Wehmeyer, M.L., Kelchner, K., & Richards. S. (1996). Essential characteristics of self-determined behaviors of adults with mental retardation and developmental disabilities. American Journal on Mental Retardation, 100, 632-642.
29.
Wehmeyer, M.L., Martin, J.E., & Sands, DJ (in press). Self-determination for children and youth with developmental disabilities. In A. Hilton, & R. Ringlaben (Eds.), Best and promising practices in developmental disabilities. Austin, TX: Pro-Ed Publishers.
30.
Wehmeyer, M.L., & Metzler, C.A. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Mental Retardation, 33, 111-119.
31.
Wehmeyer, M.L., & Sands, DJ. (Eds.). (in press). Making it happen: Promoting student involvement in education planning, decision-making, and instruction. Baltimore, MD: Paul H. Brookes Publishers .
32.
Wehmeyer, M.L., Sands, D.J., Doll, B., & Palmer, S. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development and Education, 44, 305-328.
33.
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.
34.
Wehmeyer, M.L., & Schwartz, M. (in press). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities.
35.
Wehmeyer, M.L. & Ward, MJ (1995). The spirit of the IDEA mandate: Student involvement in transition planning. Journal of Vocational Special Needs Education, 17, 108-111.
