
Menu Home Overview of Transition Services Transition and Self-Determination CIL Roles and Services for Transition-Aged Youth Self-Determined Career Development Model CIL's Transition Best Practices Links References Credits	Transition and Self-Determination Let's look into the meaning of self-determination and its relationship to transition. Self-determination as a transition outcome emerged in the early 1990s from federal initiatives to improve the exceptionally poor post-school outcomes of youth with disabilities (Sitlington, Clark and Kolstoe, 2000) What is Self-Determination? Wehmeyer (1992) defined self-determined behavior as “the attitudes and abilities necessary to act as the primary causal agent in one's life and to make choices and decisions regarding one's quality of life, free from undue external influences or interference” (p.305). A causal agent is a person who makes things happen as opposed to being acted upon. A causal agent is actively involved and directs what is happening in his or her life. There are four characteristics, according to Wehmeyer, of behavior that is self-determined. They are: Making choices and decisions as needed, (acting autonomously) Having some personal control over actions (behaviors are self-regulated) Feeling capable and acting that way (initiating and responding to events in a “psychologically empowered” manner), and Understanding the effects of their actions (acting in a self-realizing manner). In addition to these four characteristics, there are also skills that contribute to the development of self-determination (Wehmeyer, Agran and Hughes, 1998). These skills develop over the course of ones' life and are acquired through individual learning experiences. The skills include: choice making, decision-making, problem solving, goal setting, self-observation, self-evaluation, self-reinforcement, self-instruction, self-advocacy, self-awareness. Choice-making: the ability to select alternatives based on individual choice Decision-making: the ability to review consequences and outcomes of actions, prioritize the importance of those outcomes, and choose the most attractive outcome. Problem-solving: resolving situations by identifying, evaluating and implementing a solution to a problem. Goal setting and Attainment skills: planning, setting and achieving goals. Independence, risk-taking and safety skills: ability to engage in skills that allow an individual to engage in a wide variety of tasks on their own with a greater degree of risk involved. Self-observation, evaluation, and reinforcement skills: skills to assess, observe and record behavior, skills to track and evaluate educational progress, skills to strengthen or support desired behaviors. Self-instruction skills: skills that allow students to verbally cue and prompt themselves. Self-advocacy and leadership skills: skills needed to advocate on own behalf. Internal locus of control: belief that life experiences and outcomes are determined by one's own actions and behavior. Positive attributions of self-efficacy and outcome expectancy: belief in one's capabilities to produce a desired outcome or effect, belief that an outcome will result from a specific behavior. Self-Awareness and Self-Knowledge: the ability to apply information and ideas and to draw conclusions from one's experiences. Self-determined behaviors are behaviors that are learned across the lifespan and prepare individuals for adult roles and responsibilities in life. In summary, self-determined behaviors are fostered by: Providing opportunities for self-directed skill development Providing an environment that supports skill attainment and use Allowing and encouraging youth to practice skills Providing supports and accommodations Individuals who are self-determined make choices as needed and are aware that they have some control over the environment. They go beyond simply reacting to their environmental conditions. Self-determined people make decisions, solve problems, advocate for themselves and set and achieve their own goals. Self-determination emerges when children and adolescents perceive themselves as effective, worthy individuals who can engage in actions that have an impact on outcomes related to their lives (Wehmeyer, 1995). Individuals who are self-determined work toward assuming greater control over the situations in his or her life as a step to becoming more autonomous. A common misperception of self-determination is that it means an individual must have complete and absolute control over his or her life. This is not always true. Being self-determined is knowing when to relinquish control to others who might be more qualified to perform an action (e.g., locating a home to purchase) or allowing oneself to depend on others who can offer the right support (e.g., depending on a friend to drive to work). What is the Association between Transition and Self-Determination? Over the past two decades, self-determination in the transition planning process has been designated as one of the most critical factors for youth with disabilities because youth were so often relegated to “second seat” in the decision-making process of their own lives (Sitlington, Clark, and Kolstoe, 2000). Many students with disabilities continue to rely heavily on other people who determine how they will live, where they will work, if and where they will go to college (Kohler, DeStefano, Wermuth, Grayson, and McGinty, 1994). The inclusion of self-determination instruction into transition practices is supported by the belief that the core competencies of self-determination should be a part of educational instruction not only to improve educational outcomes, but also to enhance skills and abilities needed for adult roles in life. Transition services are based on educational regulations within the Individuals with Disabilities Education Act (IDEA). This federal act mandates student-directed transition planning must not only support youth as active participants in the IEP planning process, but must also consider the youths' individual needs and preferences. Ideally, then, youth must have the ability to recognize and articulate what they want their futures to look like, where they feel their strengths and limitations lie, and determine what they need and what they want for themselves. In order to accomplish this, they must know how to take a lead role in making informed choices and decisions about their lives and act on those decisions to the best of their abilities. Enhancing the capacity for youth to be more self-determined includes promoting the development of decision-making, problem-solving, goal-setting and attainment, self-advocacy, and self-management skills. As a result, youth who learn and engage in these skills have the opportunity to make choices, are better able to direct their lives, and more likely to become lifelong learners. Learning self-determination skills provides youth the ability to: plan for their futures, make meaningful decisions about their lives, take risks, evaluate and make changes to their life circumstances. Why is Self-Determination Important to Transition Aged Youth? During the 1980s, educational research indicated that youth with disabilities lagged far behind their peers in all aspects of adult life. This stimulated federal efforts to promote transition acquired skills through federal legislation. The law requires that youth must be involved in planning their futures. Simply being invited to, or passively attending the IEP meeting, is not sufficient. Youth with disabilities benefit from being active problem-solvers and decision-makers. Once youth with disabilities exit high school, they are no longer entitled to the support services that IDEA provides. Therefore, self determination skills and behaviors can enhance youths' capacities for performing adult roles. Self-determination involves the type of abilities that lead to positive adult outcomes such as: self-management and self-evaluation strategies, self-advocacy, and being self-regulated life long learners. References Kohler, P., DeStefano, Wermuth, Grayson, and McGinty, (1994). An analysis of exemplary transition programs: How and why are they selected? Career Development for Exceptional Individuals, 17(2), 187-202. Stilington, P. L., Clark, G. M., and Kolstoe, O. P. (2000). Transition education and services for adolescents with disabilities (3rd ed.). Boston: Allyn and Bacon. Wehmeyer, M.L., (1992). Self determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302-314. Wehmeyer, M.L., (1995). A career education approach: Self-determination for youth with mild cognitive disabilities. Intervention in School and Clinic, 30(3), 157-163. Wehmeyer, M.L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14(1), 53-61. Wehmeyer, M.L., Agran, M., and Hughes, C. (1998). Teaching Self-determination to students with disabilities. Baltimore: Paul H. Brookes Publishing.	Additional Links Rehabilitation Research and Training Center on Independent Living Management KU Center on Developmental Disabilities

Making It More Than A Job: Self Determined Career Development Model

Transition and Self-Determination

Let's look into the meaning of self-determination and its relationship to transition.

Self-determination as a transition outcome emerged in the early 1990s from federal initiatives to improve the exceptionally poor post-school outcomes of youth with disabilities (Sitlington, Clark and Kolstoe, 2000)

What is Self-Determination?

Wehmeyer (1992) defined self-determined behavior as “the attitudes and abilities necessary to act as the primary causal agent in one's life and to make choices and decisions regarding one's quality of life, free from undue external influences or interference” (p.305). A causal agent is a person who makes things happen as opposed to being acted upon. A causal agent is actively involved and directs what is happening in his or her life.

There are four characteristics, according to Wehmeyer, of behavior that is self-determined. They are:

Making choices and decisions as needed, (acting autonomously)
Having some personal control over actions (behaviors are self-regulated)
Feeling capable and acting that way (initiating and responding to events in a “psychologically empowered” manner), and
Understanding the effects of their actions (acting in a self-realizing manner).

In addition to these four characteristics, there are also skills that contribute to the development of self-determination (Wehmeyer, Agran and Hughes, 1998). These skills develop over the course of ones' life and are acquired through individual learning experiences. The skills include: choice making, decision-making, problem solving, goal setting, self-observation, self-evaluation, self-reinforcement, self-instruction, self-advocacy, self-awareness.

Choice-making: the ability to select alternatives based on individual choice

Decision-making: the ability to review consequences and outcomes of actions, prioritize the importance of those outcomes, and choose the most attractive outcome.

Problem-solving: resolving situations by identifying, evaluating and implementing a solution to a problem.

Goal setting and Attainment skills: planning, setting and achieving goals.

Independence, risk-taking and safety skills: ability to engage in skills that allow an individual to engage in a wide variety of tasks on their own with a greater degree of risk involved.

Self-observation, evaluation, and reinforcement skills: skills to assess, observe and record behavior, skills to track and evaluate educational progress, skills to strengthen or support desired behaviors.

Self-instruction skills: skills that allow students to verbally cue and prompt themselves.

Self-advocacy and leadership skills: skills needed to advocate on own behalf.

Internal locus of control: belief that life experiences and outcomes are determined by one's own actions and behavior.

Positive attributions of self-efficacy and outcome expectancy: belief in one's capabilities to produce a desired outcome or effect, belief that an outcome will result from a specific behavior.

Self-Awareness and Self-Knowledge: the ability to apply information and ideas and to draw conclusions from one's experiences.

Self-determined behaviors are behaviors that are learned across the lifespan and prepare individuals for adult roles and responsibilities in life.

In summary, self-determined behaviors are fostered by:

Providing opportunities for self-directed skill development
Providing an environment that supports skill attainment and use
Allowing and encouraging youth to practice skills
Providing supports and accommodations

Individuals who are self-determined make choices as needed and are aware that they have some control over the environment. They go beyond simply reacting to their environmental conditions. Self-determined people make decisions, solve problems, advocate for themselves and set and achieve their own goals.

Self-determination emerges when children and adolescents perceive themselves as effective, worthy individuals who can engage in actions that have an impact on outcomes related to their lives (Wehmeyer, 1995).

Individuals who are self-determined work toward assuming greater control over the situations in his or her life as a step to becoming more autonomous. A common misperception of self-determination is that it means an individual must have complete and absolute control over his or her life. This is not always true. Being self-determined is knowing when to relinquish control to others who might be more qualified to perform an action (e.g., locating a home to purchase) or allowing oneself to depend on others who can offer the right support (e.g., depending on a friend to drive to work).

What is the Association between Transition and Self-Determination?

Over the past two decades, self-determination in the transition planning process has been designated as one of the most critical factors for youth with disabilities because youth were so often relegated to “second seat” in the decision-making process of their own lives (Sitlington, Clark, and Kolstoe, 2000). Many students with disabilities continue to rely heavily on other people who determine how they will live, where they will work, if and where they will go to college (Kohler, DeStefano, Wermuth, Grayson, and McGinty, 1994). The inclusion of self-determination instruction into transition practices is supported by the belief that the core competencies of self-determination should be a part of educational instruction not only to improve educational outcomes, but also to enhance skills and abilities needed for adult roles in life.

Transition services are based on educational regulations within the Individuals with Disabilities Education Act (IDEA). This federal act mandates student-directed transition planning must not only support youth as active participants in the IEP planning process, but must also consider the youths' individual needs and preferences. Ideally, then, youth must have the ability to recognize and articulate what they want their futures to look like, where they feel their strengths and limitations lie, and determine what they need and what they want for themselves. In order to accomplish this, they must know how to take a lead role in making informed choices and decisions about their lives and act on those decisions to the best of their abilities.

Enhancing the capacity for youth to be more self-determined includes promoting the development of decision-making, problem-solving, goal-setting and attainment, self-advocacy, and self-management skills. As a result, youth who learn and engage in these skills have the opportunity to make choices, are better able to direct their lives, and more likely to become lifelong learners. Learning self-determination skills provides youth the ability to:

plan for their futures,
make meaningful decisions about their lives,
take risks,
evaluate and make changes to their life circumstances.

Why is Self-Determination Important to Transition Aged Youth?

During the 1980s, educational research indicated that youth with disabilities lagged far behind their peers in all aspects of adult life. This stimulated federal efforts to promote transition acquired skills through federal legislation.
The law requires that youth must be involved in planning their futures.
Simply being invited to, or passively attending the IEP meeting, is not sufficient.
Youth with disabilities benefit from being active problem-solvers and decision-makers.
Once youth with disabilities exit high school, they are no longer entitled to the support services that IDEA provides. Therefore, self determination skills and behaviors can enhance youths' capacities for performing adult roles.
Self-determination involves the type of abilities that lead to positive adult outcomes such as: self-management and self-evaluation strategies, self-advocacy, and being self-regulated life long learners.

References

Kohler, P., DeStefano, Wermuth, Grayson, and McGinty, (1994). An analysis of exemplary transition programs: How and why are they selected? Career Development for Exceptional Individuals, 17(2), 187-202.

Stilington, P. L., Clark, G. M., and Kolstoe, O. P. (2000). Transition education and services for adolescents with disabilities (3rd ed.). Boston: Allyn and Bacon.

Wehmeyer, M.L., (1992). Self determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302-314.

Wehmeyer, M.L., (1995). A career education approach: Self-determination for youth with mild cognitive disabilities. Intervention in School and Clinic, 30(3), 157-163.

Wehmeyer, M.L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14(1), 53-61.

Wehmeyer, M.L., Agran, M., and Hughes, C. (1998). Teaching Self-determination to students with disabilities. Baltimore: Paul H. Brookes Publishing.

Additional Links

Rehabilitation Research
and Training Center on
Independent Living
Management

KU Center on
Developmental
Disabilities