Site Index | Site Tour

    or   Search Tips

National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

Publications
Topics
E-News
Events
State Contacts
Web Sites
About NCSET
Home

E-mail this pageSelf-Determination for Middle and High School Students

Emerging & Promising Practices

 

Taking Charge: Stories of Success and Self-Determination (2000)

The document provides insights from successful young people and adults with disabilities on the goal of helping young people with disabilities learn to lead self-determined lives. It begins by defining self-determination as a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, and autonomous behavior. Self-Determination insights are organized around advice synthesized from hundreds of responses of the successful young people and adults with disabilities who contributed. These are identified as: (1) define success for yourself; (2) set personal, academic, and career goals and keep your expectations high; (3) understand your abilities and disabilities and play to your strengths; (4) develop strategies to meet your goals; (5) use technology as an empowering tool; (6) work hard, persevere, and be flexible; and (7) develop a support network and look to family, friends, and teachers for support.
http://www.washington.edu/doit/Video/taking_charge.html


Using Self-Determination Contracts to Improve Student Outcomes

Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M. E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69(4), 431–447.

A study by Mithaug, Peterson, Van Dycke, and Cash (2003) examined the use of self-determination contracts to regulate the correspondence between the plans, work, self-evaluations, and adjustments on academic tasks of students with severe emotional and/or behavioral problems. Students completed daily self-determination contracts to schedule their work on academic tasks, plan for work outcomes, evaluate progress, and adjust for the next day's activities. Significant effects were found with the use of the contracts, including academic improvements.

 


Other pages on this topic:


Other topics:


^ Top of Page ^


Publications  |  Topics  |  E-News  |  Events  | State Contacts

Web Sites  |  About NCSET  |  Home  |  Search


Please contact us with your questions, comments, or suggestions
(include your phone number and the city and state where you live)
at:

National Center on Secondary Education and Transition
Institute on Community Integration
University of Minnesota
6 Pattee Hall
150 Pillsbury Drive SE
Minneapolis MN 55455
timm0119@umn.edu
612-624-5659 (phone)
612-624-9344 (fax)

We will reply to you as soon as we can. Thank you for your interest!


© 2001-2017 Regents of the University of Minnesota
The University of Minnesota is an equal opportunity educator and employer.
Online Privacy Policy

This page was last updated on April 3, 2017.