Despite the current interest in promoting self-determination and student-directed learning, the extent to which students are systematically taught these skills remains uncertain. The purpose of this study was to survey the perceptions of a sample of special educators on the benefits of self-determination, the characteristics associated with it, and the strategies used to achieve it. Results indicated strong support for self-determination instruction, and the teachers reported that it provides numerous benefits. Despite these findings, it was noted that relatively few educators include self-determination skills in IEPs. The implications of thesefindings are discussed.
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