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Self-determination and student involvement in standards-based reform
Wehmeyer, Michael L. Field, Sharon Doren, Bonnie Jones, Bonnie Mason, Christine
Wehmeyer, Michael L.
Field, Sharon
Doren, Bonnie
Jones, Bonnie
Mason, Christine
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Abstract
Promoting self-determination has become ‘best practice’ in the education of students with disabilities. We synthesize the decade's work in this area as a foundation for considering issues pertaining to promoting self-determination in light of the current educational context. We particularly examine the role of promoting self-determination in light of federal standards-based reform initiatives. We conclude that school reform efforts provide an opportunity to infuse instruction in self-determination into the education programs of all students, including students with disabilities. Many state and local standards include a focus on component elements of self-determined behavior and promoting self-determination enables students to perform more effectively within other content domains. The importance of personnel preparation to enable teachers to promote self-determination is discussed.
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This is the publisher's version, also found here: http://cec.metapress.com/content/69653xv72x543v1l/?p=340c6ba2ebeb41cda406e9f6c5e13878&pi=1
Date
2004
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Council for Exceptional Children
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Wehmeyer, Michael L., et al. (2004) Self-determination and student involvement in standards-based reform. Exceptional Children, 70(4), 413-425.