Coordinator's Corner
Self-Determination Begins NOW
Too often self-determination is portrayed as a transition service. Ward (1988) suggested "acquiring the personal characteristics which lead to self-determination is a developmental process that begins in early childhood and continues throughout adult life" (p.2). Self determined individuals can be described as individuals who: know how to choose – they know what they want and how to get it. From an awareness of personal needs, self- determined individuals choose goals, then doggedly pursue them. This involves asserting an individual's presence, making his or her needs known, evaluating progress toward meeting goals, adjusting performance, and creating unique approaches to solve problems. (Martin & Marshall, 1995, p. 147).
This description implies developing a complex set of problem-solving skills, strong self awareness, the ability to generalize and make choices, the need to strive for independence and countless other competencies. Clearly, these are not skills learned easily, even by typically developing children. It seems fundamental then, that we look closely at the individualized programs of children with disabilities to ensure these skills are taught throughout their day, beginning in early childhood. Keep in mind that while it seem fairly straightforward to offer choices and decision-making opportunities to children based on their needs and preferences, it is critical that those choices be honored for them to learn self-determination.
Early Childhood: Provide opportunities for children to make choices by offering options, assisting children to recognize alternatives, and restricting choices that are potentially harmful.
Early Elementary: Teach multiple strategies to achieve a solution to a problem. Continue to offer various options for choice and decision-making. Teach children to revisit decisions to formulate a revised approach. Assist children in evaluating their work and behavior to promote self-regulation.
Late Elementary: Teach children to list options, identify consequences and weigh costs. Continue to revisit past decisions and support the identification of alternative actions. Encourage children to evaluate their needs based on their strengths and weaknesses.
Middle School: The middle school years are a critical time for students to learn self-determination. Emphasize increased responsibility for decision-making, planning, goal setting and self-regulation. Children will require support and instruction to analyze their decisions systematically and recognize their needs and preferences.
High school and beyond: Continued support in independence, risk taking and decision-making is key for young adults with disabilities entering new social arenas and the work place.
A program that is based on teaching compliant behavior runs counter to the goals of teaching self-determination. Examine your program carefully and assess how you teach and respond to self-determined behavior for all your students, regardless of their age.
References
Field, S., Martin, J. E., Miller, R., Ward, M. J., Wehmeyer, M., A Practical Guide for Teaching Self-Determination. The Council for Exceptional Children, 1998.
Martin, J. E., Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30, 147-156.
Ward, M. J. (1988) The many facets of self-determination. National Information Center for Children and Youth with Handicaps transition summary, 5, 2-3.