 Self-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.
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