Promoting the Acquisition and Development of Self-Determination in Young Children with Disabilities

Abstract

Self-determination is an outcome typically associated with adolescence and adulthood, yet unless there is a solid foundation established during the early elementary years, children will not be prepared to assume greater control over their lives when the time comes to do so. This article provides an introduction to and overview of self-determination and its development, and provides recommendations for instruction during the preschool and early elementary years. We also describe a model of instruction designed to promote self-determination for students from Kindergarten through third grade, and provide suggestions for supporting families to promote this outcome.

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