Self-Determination for Middle and High School Students
Student-Directed Transitions to Adult Life (2000)
An ERIC Digest article providing an overview of how
to conduct and implement a student-centered, student-directed future
Student Guide to the IEP (2nd ed.) (2002)
Winner of several awards, including a 1996 Easter Seals Award, this Student’s Guide is produced on audiotape with an accompanying booklet (which is read on the tape) to help students with disabilities participate in developing their own Individualized Education Program (IEP). The guide has been updated to reflect Federal regulations for IEPs under IDEA 97. Produced by the National Information Center for Children and Youth with Disabilities.
Students with Disabilities Preparing for Postsecondary Education: Know Your
Rights and Responsibilities (2011)
This pamphlet explains the rights and responsibilities of students with
disabilities who are preparing to attend postsecondary schools. In addition,
the pamphlet explains the obligations of a postsecondary school to provide
academic adjustments, including auxiliary aids and services, to ensure that
the school does not discriminate on the basis of disability.
The Self-Determination of Youth with Disabilities (June 2005)
The National Longitudinal Transition Study-2 investigated self-determination among 16- to 18-year-olds with disabilities using items selected from The Arc’s Self-Determination Scale. This Fact Sheet reports youths’ responses about the extent to which their behavior reflects autonomy, self-regulation, self-realization, and psychological empowerment. Available in PDF (8 pages, 235 KB).
Holburn, S., & Vietze, P. M. (Eds.) (2002). Person-centered
planning: Research, practice, and future directions. Baltimore,
MD: Paul H. Brookes.
This book discusses concrete ways that person-centered planning
can improve the lives of individuals with different levels of disabilities
living in various environments and explores research that validates
its effectiveness. This book provides instructions to help professionals
assess an individual’s preferences, explores how person-centered
planning can reduce challenging behavior, and offers professional
development strategies for staff adopting person-centered planning.
Supported by quantitative and qualitative research, this book gives
professionals a complete picture of the challenges and benefits
person-centered planning can bring and equips them with strategies
for making it work.
Mithaug, D. E., Mithaug, D. K., Agran, M., Martin, J. E.,
& Wehmeyer, M. L. (Eds.). (2003). Self-determined learning
theory: construction, verification, and evaluation. Mahwah,
NJ: Lawrence Erlbaum.
This volume brings together four areas of research—choice,
self-determination, self-regulation, and self-management—to
form a new theory of self-engaged learning called "self-determined
learning theory." Although aimed primarily at leaders in special
education, it can also appeal to researchers and scholars in psychology,
educational psychology, and school psychology who are interested
in the applications of self-regulated learning theory.
Center for Self-Determination
The Center for Self-Determination is a highly interactive working collaborative of individuals and organizations committed to the principles of self-determination. The purpose of the collaborative is to change the nature of the support and service system for individuals with disabilities, using the principles of self-determination to help all persons create the lives they want, connected to and with their communities.
Opportunities, Internetworking, and Technology
Supported by the University of Washington, DO-IT is an organization
of youth and adults with disabilities successfully pursuing college
and careers. DO-IT provides resources, publications, videotapes,
and programs that support and promote the independence, self-determination,
and full participation of youth and adults with disabilities.
Self Advocates Becoming
An organization developing self-advocacy opportunities in every
state, working with the juvenile justice system and the rights of
persons with disabilities, and helping to close institutions and
build community supports.
Self-Advocacy and Self-Determination Resource Page from Florida's Project 10
This Web page from the Project 10 Transition Education Network in Florida includes information and links to resources on self-advocacy and self-determination.
Waisman Center: University Center for Excellence in Developmental Disabilities
The mission of the University Center for Excellence in Developmental Disabilities at the University of Wisconsin is to support the full inclusion and self-determination of people with developmental disabilities and their families. The Center accomplishes this mission through its preservice training programs, clinical and intervention services, continuing education programs, and technical assistance and consultation services.
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