Framing the Future

Michael L. Wehmeyer

80 citations0/0 files storedRemedial and Special Education

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Disability Education and Employment Behavioral and Psychological Studies Collaborative Teaching and Inclusion

Abstract

There is an established and still-growing evidence base that promoting self-determination has positive school and post-school benefits for students with disabilities, and yet efforts to do so remain sporadic, at best. This article examines the evidence that promoting self-determination is critically important for students with disabilities, explores reasons such efforts are not wide-spread, and provides recommendations to remedy this situation.

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References

2003Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination 2001Effects of Interventions to Promote Self-Determination for Individuals With Disabilities 2000Promoting Causal Agency : The Self-Determined Learning Model of Instruction 2015Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination 2000A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning 1999A Functional Model of Self-Determination 2010Establishing a Causal Relationship Between Intervention to Promote Self-Determination and Enhanced Student Self-Determination 2011Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment

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2017Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use 2018Examining the Relationship Between Self-Determination and Quality of Life in Young Adults with Autism Spectrum Disorder 2018A Crisis in Career Development: Life Designing and Implications for Transition 2017Personal characteristics and school contextual variables associated with student self-determination in Spanish context

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