What is Self-Determination?

· Self-determination refers ‘both to the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve those goals.' (Ward, 1988, p. 2)
 
· Self-determination is ‘the attitudes and abilities required to act as the primary causal agent in one's life and to make choices regarding one's actions free from undue external influence or interference.' (Wehmeyer, 1996) 

These are but two of many definitions of self-determination. Common to these (and other such definitions) is the concept of "choice." Choice making, which is a decision-making process, involves the expression of needs, desires, and preferences, as well as implies the ability to select among options. Further, the nature and importance of having choices and being able to make them among alternatives is a highly valued human condition. Invariably, research has disclosed the fact that individuals tend to participate more and receive greater benefit from activities in which they can experience choice and control. In fact, it has been shown that the mere illusion of choice-making leads to increased performance.

Does every student need to be ‘formally' taught self-determination skills? Probably not. Many students acquire these skills in other ways, such as through the modeling of their parents and siblings in their up-bringing, through their own psychological disposition and initiative, or through an enriched climate of self-determination opportunities afforded them. There remains, however, many students who need to be equipped with these self-enhancing and directing abilities, including:

   - those students who seem to be less than motivated to take charge of their lives,
   - those students who do not see themselves as in charge of their own behavior,
   - those students who are especially vulnerable to a state of helplessness, and
   - those students who have been provided with limited choice-making opportunities.

Self-Determination Skills and Strategies for Teaching Them

Self-determination skills do not just happen by chance, and therefore must be taught. In other words, skill acquisition should not be assumed to be a natural occurrence, but rather the result of purposeful strategies with prescriptive instruction. In addition to instructional intervention strategies, one must also consider structuring the learning environment to ensure opportunities for choice. It is not only the abilities and skills that are important for self-direction,  but also the "opportunities" for one to make choices and decisions with respect to one's own preferences and destiny. After all, of what use would such self-directed skills be if the students had little opportunity to practice and  apply them?

A ‘Core' of Self-Determination Skills

Goal setting, social problem solving, and requesting assistance (or asking for help) are three interrelated skills that need to be taught to students in order for them to better self-manage, self-regulate, and self-direct their own lives (Browning, 1997). Goal setting involves not only learning how to set goals, but also how to attain them. Two important attainment strategies are social problem solving and requesting assistance. In other words, if one encounters problems in the process stages of advancing toward his or her own goal, he or she needs to solve those problems as they occur. And, requesting assistance is often a viable alternative or solution for resolving problems. These three decision-making skills provide individuals with the abilities to set goals for themselves, solve at least some of their own problems, generate choices and make decisions about them, as well as know how to request assistance in pursuing their own goals. Such self-directing abilities are especially crucial for those who do not view themselves as being in charge of their own lives.

Strategies for Teaching Self-Determination Skills

A number of strategies for teaching students self-determination skills are available, such as (1) teaching  students goal-setting and decision-making skills; (2) building students' confidence through positive experiences with choice and control; (3)  allowing students the opportunities to participate in their educational planning and rewarding their participation; and (4) instructing students in the skills and competencies that enable them to achieve outcomes of their own choosing. One of the better sources for teaching self-determination that are especially applicable at the early elementary, late elementary, and secondary educational level is provided by Sands and Wehmeyer (1996).
Self-Management Instruction 

Finally, an important instructional approach to emerge in recent years is referred to as self-management instruction. The two major types of self-management strategies are self-instruction and self-monitoring techniques. ‘Self-instruction training' has been identified as the procedure of verbally directing oneself, either overtly or covertly, to prompt, direct, or maintain behavior. Simply, the assumption is that what one says to oneself will have a subsequent impact on his or her own behavior. The second type of self-management approach to training is ‘self-monitoring techniques' (for example, self-observation, self-reinforcement, self-evaluation, and cue regulation), which require the person to internally assess his/her behavior and make decisions regarding appropriateness. Like self-instruction, these cognitive-behavioral techniques also shift the locus of control from external agents such as the teacher to the student for prompting, directing, and maintaining their own behavioral performance.

References

  Browning, P. (1997). Transition in action for youth and young adults with disabilities. Montgomery, AL: Wells Printing. 

  Field, S., Martin, J. , Miller, R. Ward, M., & Wehmeyer, M.L. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children

  Ward, M.J. (1988). The many facets of self-determination. Transition Summary, 5, 2-3. Washington, DC: National Information Center for Children and Youth with Disabilities.

  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. 17-36). Baltimore: Paul H. Brookes Publishing Company. 

 Sands, D. J.,  & Wehmeyer, M. L. (1996). ( Eds.) Self-determination across the life span: Independence and choice for people with disabilities. Baltimore: Paul H. Brookes Publishing Company.