Self-Determination and Transition Planning

by
Karrie A. Shogren, Ph.D.
University of Illinois at Urbana-Champaign

What Is Self-Determination and Why Does It Matter in Transition?

Transition is kind of a huge deal. So when we planned his transition to adulthood, we were doing a move, a change of schools, and a change of jobs all at once. We decided up front that self-determination was going to be an integral part of the transition process. We set everything up so Michael could make choices and everything would be done with his interests and preferences in mind. We went slowly; first we just did weekends at the new location. When we actually made the move, we took him to the new school, he started his new job, and we noticed almost no behavior problems! When we had transitions in the past, like going from elementary to middle school, we’ve had no sleep, screaming, and aggression. But, this transition was different because we built in Michael’s self-determination. We focused on his choices and preferences, even his preference for going slowly. After we made the move, there were still so many changes, but he was fine. He was able to handle all of them; I think that’s the power of self-determination.
(Kay— Michael’s mom, personal communication, June 5, 2012)

I have made my decision. It was a very difficult decision and after several tries to get the words out of my mouth to make such a big announcement, I decided to go through with the surgery and I will most likely have it in early to mid-June. It was pretty grown up of me to make such a huge decision, probably the hardest I’ve made in my life. I thought that I would focus on my education and finish my senior year in high school, get my diploma, and then have the operation because of my dedication to school. Making a decision like this really reminded me of the self-determination PowerPoint and how we talked about self-determination and decision making. (Jake, personal communication, February 21, 2010)

Promoting student self-determination is a critical part of effective transition services. The opening quotes demonstrate that self-determination can make a real difference in the lives of individuals with disabilities and their families. Kay, whose son Michael has multiple disabilities and is receiving community-based services focused on employment, highlights how self-determination enables Michael to exert control over his world, have his preferences respected, and experience the quality of life that he desires. His family plays a key role in creating an environment that supports his self-determination. Jake, a young man with high-functioning autism, describes how learning about self-determination allowed him to make adult decisions, particularly about a needed operation on his foot.

Self-determination is important, but it can be difficult to support students in becoming self-determined. Each student is unique; they each have their own profile of strengths and support needs. This book provides strategies to make self-determination more meaningful and accessible for students with disabilities.

Definition of Self-Determination in Special Education

Although it may seem like self-determination is always a topic of discussion when we are talking about the transition to adult life, the idea of self-determination for students with disabilities is relatively new in the special education field. The definition has evolved over time and includes the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. Understanding one’s strengths and limitations, together with a belief in oneself as capable and effective, are essential to self-determination.

Functional Theory of Self-Determination

Wehmeyer introduced the functional theory of self-determination, which defines self-determination not just by behaviors but by the function of a person’s actions. Self-determination is about volitional actions that enable one to act as the primary causal agent in one’s life. There are key aspects of self-determination:

1. Volitional actions: Purposeful, meaningful intentions behind actions.
2. Quality of life: Influenced by personal characteristics and environmental factors, reflecting one’s hopes and dreams.

Cultural Factors in Self-Determination

Cultural factors may influence how individual students and their families define quality of life and express self-determined behavior. Understanding these diverse backgrounds can help support students in becoming self-determined.

This book combines research-based information with real stories from individuals with disabilities and their families, portraying the importance of teaching self-determination skills and creating opportunities for practice to promote positive outcomes.