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.