Numerous self-determination definitions exist, and each defines self-determination a bit differently depending on the definition’s theoretical origins. Self-determined individuals make choices, set goals, develop plans to attain their goals, take action to implement the plans, solve problems, evaluate progress, and make adjustments to the plan and their strategies as needed to attain their goals (Rowe, Alverson, et al., 2015; Wehmeyer et al., 2000).

Self-determination skills are correlated with improved education and employment outcomes for students with disabilities (Mazzotti et al., 2021). In addition to improved postschool outcomes, self-determination skills are associated with increased academic performance (Fowler et al., 2007; Konrad et al., 2007). Students with disabilities do not automatically develop self-determination skills. These skills must be taught. In fact, Algozzine et al. (2001) identified 51 high-quality studies that documented individuals with disabilities who had learned self-determination skills through direct instruction. Because self-determination includes so many skills (e.g., solving problems, setting goals, evaluating progress), it is important to collect ongoing assessment data to know which skills students have developed and which skills students still need to develop (Rowe, Mazzotti, et al., 2015). Maintenance of these skills requires ongoing opportunities to practice across people and settings (Algozzine et al., 2001).

Although learning self-determination skills is often prioritized for students who are of transition age, these skills can be taught to all students, regardless of age or disability (Raley et al., 2018; Shogren & Wehmeyer, 2017). For example, goal setting and attainment are skills that students can learn in elementary school. Learning these skills at an early age allows multiple years for students to practice and refine their skills (Shogren & Wehmeyer, 2017). Without these skills, it is difficult for students to share their strengths, preferences, interests, and needs within the transition planning process mandated by IDEA (2004). Understanding this connection between self-determination and transition planning is important because students who are actively engaged in their transition planning are more likely to have improved postschool education and employment success (Burnes et al., 2017; Martin et al., 2006).

1. Self-determination skills do not appear automatically as students age and progress through school. Educators must teach these skills.
2. In order to know which skills to teach, educators need to use one or more self-determination assessments as part of their overall transition assessment battery.
3. Goal setting and goal attainment are foundational self-determination skills. Students with disabilities should begin learning these skills in the late elementary school years and continue to learn and practice these skills throughout their remaining school years (Shogren & Wehmeyer, 2017).
4. A variety of resources exist on self-determination. Review the “additional resources” section to gain insight on how to teach essential self-determination skills.

The following websites provide self-determination information and resources.

• Transition Tennessee’s Pathways to Self-Determination
• Kansas University’s Self-Determination Site
• Transition Tennessee’s Self-Determination FAQs
• The I’m Determined website at James Madison University sponsored by the Virginia Dept. of Education
• The Zarrow Center website at the University of Oklahoma
• The To Be Self-Determined website established by Sharon Field and Allan Hoffman
• The Beach Center at the University of Kansas website

Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71(2), 219-277. https://doi.org/10.3102/00346543071002219

Burnes, J. J., Martin, J. E., Terry, R., McConnell, A. E., & Hennessey, M. N. (2017). Predicting postsecondary education and employment outcomes using results from the Transition Assessment and Goal Generator. Career Development and Transition for Exceptional Individuals. Advance online publication. https://doi.org/10.1177/2165143417705353

Every Student Succeeds Act of 2015, 129 U.S.C. 1802 et seq. (2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf

Fowler, C. H., Konrad, M., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Self-determination interventions’ effects on the academic performance of students with developmental disabilities. Education and Training in Developmental Disabilities, 42, 270-285. https://www.jstor.org/stable/23879622 

Individuals with Disabilities Education Act of 2004, 20 U.S.C. § 1400 et seq. (2004). https://www.govinfo.gov/content/pkg/STATUTE-118/pdf/STATUTE-118-Pg2647.pdf

Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30, 89-113. https://doi.org/10.2307/30035545 

Martin, J. E., Van Dycke, J. L., 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, 299-316.

Mazzotti, V. L., Rowe, D., Kwiatek, S., Voggt, A., Chang, W., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update for the field. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793 

National Technical Assistance Center on Transition (2020). Effective practices in secondary transition: Operational definitions. National Technical Assistance Center on Transition. https://transitionta.org/wp-content/uploads/docs/Description-of-EBPs_2020_02-02.pdf

Railey, S. K., Shogren, K. A., & McDonald, A. (2018). How to implement the Self-Determined Learning Model of Instruction in inclusive general education classrooms. TEACHING Exceptional Children, 51(1), 62-71. https://doi.org/10.1177/0040059918790236

Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, 113-126. doi:10.1177/2165143414526429

Rowe, D. A., Mazzotti, V. L., & Sinclair, J. (2015). Strategies for teaching self-determination skills in conjunction with the Common Core. Intervention in School and Clinic, 50(3), 131-141. https://doi.org/10.1177/1053451214542043

Shogren, K. A., & Wehmeyer, M. L. (2017). Self-determination and goal attainment. Handbook of research-based practices for educating students with intellectual disability (pp.255-273). New York: Routledge/Taylor & Francis. 

Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The self-determined model of instruction. Exceptional Children, 66, 439–453.