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Essentials of Self-Determination Credits and References


Reference this module as:

Lattin, D.L., Morningstar, M.E, Field, S., Bjorkman Wade, D.K. & Hu, X. (2010). The essentials of self-determination [Online Training Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from: www.transitioncoalition.org

All contents Copyright 2010 by the Transition Coalition

References:

  • Allen, S. K., Smith, A. C., Test, D. W., Flowers, C., & Wood, W. M. (2001). The effects of Self-Directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120.
  • Arndt, S.A., Konrad, M., & Test, D.W. (2006). Effects of the self-directed IEP on student participation in planning meetings. Remedial and Special Education, 27(4), 194-207
  • Balcazar, F. E., Fawcett, S. B., & Seekins, T. (1991). Teaching people with disabilities to recruit help to attain personal goals. Rehabilitation Psychology, 36(1), 31’41.
  • Bowman, O. J., & Marzouk, D. K. (1992). Using the American with Disabilities Act of 1990 to empower university students with disabilities. The American Journal of Occupational Therapy, 46(5), 450’456.
  • Bullis, M., Moran, T., Benz, M.R., Todis, B., Johnson, M.D. (2002). Description and evaluation of the ARIES project: Achieving rehabilitation, individualized education, and employment success for adolescents with emotional disturbance. Career Development for Exceptional Individuals, 25, 41-58.
  • Cooper, K.J., & Browder, D.M. (1998). Enhancing choice and participation for adults with severe disabilities in community-based instruction. Journal of the Association for Persons with Severe Handicaps, 23, 252-260.
  • Ezel, D., Klein, C., & Ezell-Powell, S. (1999). Empowering students with mental retardation through portfolio assessment: A tool for fostering self-determination skills. Education and training in mental retardation and developmental disabilities, 34(4), 453-463
  • Field, S., Hoffman, A., & Spezia, S. (1998.) Self-Determination strategies for adolescents in transition. Austin, TX: PRO-ED.
  • Field, S., & Hoffman, A. (2002). Preparing youth to exercise self-determination: Quality indicators of school environments that promote the acquisition of knowledge, skills and beliefs related to self-determination. Journal of Disability Policy Studies, 13(2), 114-119.
  • Martin, J.E., Dycke, J.L.V., Christensen, W.R., Greene, B.A., Gardner, J.E., & Lovett, D.L.(2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidence-based practice. Exceptional Children, 72(3), 299-317.
  • National Longitudinal Transition Study-2 (2005). The self-determination of youth with disabilities. Retrieved from http://www.nlts2.org/fact_sheets/2005_06-2.html
  • National Secondary Transition Technical Assistance Center (2010). Evidence-based secondary transition practices. Retrieved from http://www.nsttac.org/ebp/evidence_based_practices.aspx
  • O’Reily, M.F., Lancioni, G.E., & O’Lane, N. (2000). Using a problem solving approach to teach social skills to workers with brain injuries in supported employment settings. Journal of Vocational Rehabilitation, 14(3), 187-194.
  • Sarver, M.D. (2000). A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities. Unpublished doctoral dissertation. University of Florida.
  • Serna, L. A., & Lau-Smith, J. (1995). Learning with a PURPOSE: Self-determination skills for students who are at risk for school and community failure. Intervention in School and Clinic, 30, 142-146.
  • Sowers, J., & Powers, L. (1995). Enhancing the participation and independence of students with severe physical and multiple disabilities in performing community activities. Mental Retardation, 33(4), 209-220.
  • Storey, K. (2002). Strategies for increasing interactions in supported employment settings: An updated review. Journal of Vocational Rehabilitation, 17(4), 231-237.
  • Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15-34). Baltimore,MD: Paul H. Brookes.
  • Wehmeyer, M., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131-144.
  • Wehmeyer, M. L. & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
  • Wehmeyer, M. L. & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.