This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.
Empowerment for people with disabilities occurs when professionals entrust them with the responsibility of informed decision making and active participation. The purpose of this article is to encourage special education professionals to create option-rich learning environments that facilitate the growth of individuals with disabilities toward self-determination. In this article, we discuss the centrality of self-determination, constraints to self-determination, and strategies to encourage individuals to become self-determined. When option-rich environments are created, human rights are respected, educational outcomes are successful, and participants and professionals can become more self-determined.
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