The development of self-determination skills in students with disabilities is a priority in special education. Its importance is particularly significant for students who are attending schools in rural areas. Instruction in self-determination also raises important ethical questions. 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-maleficence. Considerations for providing instruction in these skills are highlighted and the challenges of doing so in a rural setting are addressed.
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