Teaching And Promoting Self Determination

1406 WordsOct 10, 20156 Pages
Abstract With the reauthorization of Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) in 1990, a student with disabilities interests, preferences, strengths, and needs were to be considered when in developing goals on their Individual Education Plan. The 1997 and 2004 amendments of IDEA continued to meet and strengthen these requirements. To meet this federal mandate, teaching and promoting self-determination and the core components of self-determination have become an evidenced based, and best practices for educators in middle and high school, and helping students with disabilities meet their post secondary goals and experience a more successful transition from high school to post secondary domains. This review discusses the research that addresses how the impact of instruction in self-determination given to students with disabilities can aid their post secondary / adult outcomes. Keywords: self-determination, transition, postsecondary outcomes, disabilities, special education, adolescents, student participation, IEP Introduction: The Declaration of Independence states that we have the unalienable rights to life, liberty and the pursuit of happiness. This statement also includes the right to make decisions about your own life and future. For all students becoming independent, making choices, decisions, and setting goals is an integral part of adulthood. Developing self-determination skills is important in achieving success in school and as an
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