The development of self-determination skills in individuals with developmental disabilities is a primary focus of curriculum development in the field. Research over the last decade has identified the components of self-determination and provided an analysis of individuals' acquisition of skills in this area. A key concern that has been less addressed is the ethical considerations of instruction in self-determination. Using a model developed by Bredberg and Davidson (1999), four foundational elements in ethics are explored with reference to self-determination: justice, respect for economy, beneficence, and non-malfeasance. After a discussion of these four prongs, implications for the development of curriculum in this area are explored.
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