The transition planning process for high school students with severe disabilities provides unique opportunities for the development and expression of self-determination skills. In this article, recommendations for enabling and enhancing self-determination within this process are presented. These recommendations include an emphasis on student participation in transition planning, student decision making regarding goals and needed services, and student evaluation of the acceptability of proposed services. Enabling students to assume greater control of their own transition planning empowers them to assume a more self-determined role in high school and throughout adult life.
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