For most persons, expressing personal belief and preferences, making choices and decisions based upon these expressions and assuming responsibility for one's life are valued aspects of life and reflections of adulthood. For individuals with mental retardation this is frequently not so. This article discusses the importance of self-determination in educating learners with mental retardation. Drawing from pertinent literature in psychology and special education, self-determination is defined and its impact on educational achievement examined. Implications for teachers and administrators in special education are discussed.
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