Although some progress has been made, the belief that students with severe cognitive and multiple disabilities will not or cannot become self-determined remains a barrier for many such students. This article revisits topics that were identified in Wehmeyer (1998) as contributing to this problem, with a particular focus on definitional issues pertaining to self-determination and control. In light of this discussion, a modified definition of self-determination is proposed and the importance for moving in this direction is discussed.
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