Self-Determination and Goal Attainment

Authored by: Karrie A. Shogren , Michael L. Wehmeyer

Handbook of Research-Based Practices for Educating Students with Intellectual Disability

Print publication date:  November  2016
Online publication date:  October  2016

Print ISBN: 9781138832091
eBook ISBN: 9781315736198
Adobe ISBN: 9781317566243

10.4324/9781315736198.ch16

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Abstract

Self-determination is widely recognized as a valued outcome of education (Mazzotti, Rowe, Cameto, Test, & Morningstar, 2013; Wehman, 2012), and promoting the self-determination of children and youth with intellectual disability has emerged as best practice (Test et al., 2009), in large part because of the established relationship between enhanced self-determination and postschool outcomes (Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997). Enhancing self-determination is also consistent with emerging models of understanding disability that emphasize person-environment fit and strengths-based approaches (see Chapter 2; see also Shogren, 2013). Instructional strategies and supports have been developed and demonstrated to be efficacious in promoting self-determination in education contexts (Algozzine, Browder, Karvonen, Test, & Wood, 2001; Wehmeyer, Palmer, Shogren, Williams-Diehm, & Soukup, 2013), and this chapter will provide an overview of the self-determination construct, assessment strategies to identify instructional needs related to self-determination, and research-based strategies to promote self-determination and goal attainment.

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