Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.
This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the percentage of intervals team members talked and the percentage of time they discussed transition. Special education teachers completed a pre/post ChoiceMaker self-determination student skill and opportunity assessment, and meeting participants answered postmeeting surveys. The Self-Directed IEP had a strong effect on increasing the percentage of time students talked, started, and led the meetings. This was verified by survey results. These findings add to the growing literature demonstrating the effectiveness of the Self-Directed IEP.
The concept of self-determination has become important in the field of special education and disability services over recent years. This emphasis has come about as a result of several factors, including a changing view of disability, legislation, research findings and advances in teaching technology. Self-determination is highly important to the career development and transition process and it needs to be encouraged throughout the lifespan. It is important for all students, with and without disabilities, including those students with the most severe disabilities. Self-determination instruction can be provided within an inclusive framework and is important for educators as well as students. Family participation is important to the development of self-determination. The Division on Career Development and Transition of the Council for Exceptional Children supports and affirms approaches rooted in self-determination for development and delivery of effective educational programs.
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