Student Self-Determination: A Preliminary Investigation of the Role of Participation in Inclusive Settings

Abstract

Little is known about the effects of participation in inclusive settings on student self-determination. In this exploratory study, we examined the association between students' inclusive school and community activities and the self-determination skills of active involvement in IEP activities and use of selected selfdetermination strategies. Forty-seven students with severe intellectual disability from three high schools participated; one high school was undergoing state takeover for consistently failing to make AYP and served students living in a high-poverty community. Findings revealed significant differences across schools in student participation in general education and school-and community-based transition activities, which were associated with level of self-determination skill use. Students attending schools offering more inclusive activities reported significantly more use of six of nine self-determination skills. Active student IEP participation was reported to be low across all schools. We discuss implications of findings for future research and practice.