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Self-Determination Instructional Strategies for Youth with Learning Disabilities

Sharon Field, EdD, is an associate professor (research) in the College of Education at Wayne State University. She has developed and directed several research and model demonstration projects in secondary special education and transition, including projects specifically focused on self-determination for youth with disabilities. In addition to self-determination, Dr. Field's research and writing focuses on workplace-related factors affecting the employment of persons with disabilities, functional life skills curricula, and preservice and inservice preparation of transition personnel.

The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on selfdetermination is particularly strong in the transition-from-school-to-adulthood movement. The recent Individuals With Disabilities Education Act of 1990 mandated that students with disabilities be involved in the development of their transition plans and that students' preferences and interests be taken into account as transition plans are developed. This article describes four self-determination models and examines several instructional programs and strategies to promote self-determination in students with learning disabilities. Emerging issues in self-determination are examined, and the research and policy implications of these issues are discussed. These issues include (a) redefinition of roles, (b) the importance of taking risks, (c) individual versus group orientation for self-determination, and (d) the importance of early experiences.

Journal of Learning Disabilities, Vol. 29, No. 1, 40-52 (1996)
DOI: 10.1177/002221949602900107


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