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


 Download Chapter



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.

Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.