Self-Determination, Pcp and Disabilities

Field, Martin, Miller, Ward, and Wehmeyer (1998) defined self-determination as

"a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations, together with a belief of oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society" (p. 2).

The skills leading to enhanced self-determination, like goal setting, problem solving, and decision-making, allow students to assume greater responsibility and control and increases their engagement in academic behaviors. Specific instruction in self-determination helps students with disabilities increase their capacities for choice making, decision making, goal setting, and involvement in IEP planning. Teaching self-determination skills to students with disabilities may seem impossible but there are simple measures, some discussed today, that will change the lives of many with effort and enthusiasm. The person-centered approach to IEP planning is a prime example of the use of self-determination skills. “Person-centered planning is commonly used today to encourage student participation in goal-setting, future planning and individualizing their needs in the IEP plan. When students with disabilities show they can make things happen and take responsibility for planning and decision-making, others change how they view them and what they expect from them” (Callicott, Kimberly J. Spring 2003, p63). As future educators, there are two important steps we can participate in to encourage self-determination in students with disabilities. The first is educating the student with self-determination skills and the second is helping them participate in the planning of their IEP process.

The educational programs of all students...