Self-Determination - PA Secondary Transition

Self Determination

Equipping students with the skills, resources, and support to confidently navigate postsecondary independent living and employment while addressing their needs and goals.

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About Self-Determination

Self-determination refers to a person's ability to control their own life. In the context of students with disabilities, self-determination involves developing skills and attitudes that allow them to:

Make choices and decisions about their lives

Set goals and take steps toward achieving them

Advocate for themselves and their needs

Take responsibility for their actions and learning

What are the Core Components of Self-Determination?

Students’ ability to:

Goal Planning

Create a plan to achieve self-set goals, considering current and future life factors, including strengths, needs, and preferences.

Effective Communication

Effectively communicate their plan to the relevant transition team and circle of support.

Action Implementation

Implement a plan to achieve their self-generated goals.

How Does Career and Technical Education (CTE) Impact Outcomes Related to IEP Transition Goals?

For example..

Students who are self-determined are more likely to find and maintain employment.
They are more confident in job interviews and workplace communication.
They are more likely to seek out opportunities that align with their interests and strengths.

Citations

Wehmeyer, M. L., & Palmer, S. B. (2003).
Education and Training in Developmental Disabilities, 38(2), 131–144.

For example..

These students are more likely to pursue college or vocational training.
They are better equipped to request accommodations and advocate for support services.
They can navigate systems more independently, such as applying for college or financial aid.

Citations

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015).
The Journal of Special Education, 48(4), 256–267.

For example..

Self-determined students are more likely to live independently.
They are better at managing daily tasks, setting life goals, and solving real-world problems.

Citations

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009).
Career Development for Exceptional Individuals, 32(3), 160–181.

Their Voice, Their Choice: Empowering Students Through Self-Determination

Self-determination is more than just a skill; it’s the foundation of independence and confidence. When students with disabilities learn to set their own goals, make choices, and advocate for themselves, they gain the power to shape their futures on their own terms. This journey isn’t always easy, but with support from families, educators, and communities, every student can develop the strength and resilience to take control of their life path.

Who are the Key Partners in Fostering Self-Determination?

Most critical partner.
Must be at the center of all planning.
Involvement includes: leading IEP meetings, setting personal goals, making informed decisions, and practicing self-advocacy.

Reinforce opportunities for independence and decision-making at home and in the community.
Encourage the student to speak up about preferences and take responsibility for choices.
Serve as consistent advocates but gradually shift decision-making to the student as appropriate.

Provide explicit instruction in self-determination skills (goal setting, decision-making, problem-solving, etc.).
Encourage student-led IEPs and facilitate meaningful participation.
Help students build self-awareness about strengths, preferences, needs, and interests.
Ensure transition goals align with the student’s vision for adult life.

Provide inclusive classroom environments where students can practice choice-making, independence, and self-advocacy.
Promote growth mindset and scaffold self-regulation strategies.
Collaborate with special educators to reinforce self-determination skills across settings.

Help facilitate experiences such as job shadowing, college visits, or work-based learning where students can apply self-determination.
Assist students in understanding options for life after high school and navigating adult service systems.
Support students in building a vision for the future and connecting that to their transition plan.

Teach communication, social, and daily living skills that support independence.
Address executive functioning, emotional regulation, and self-monitoring to help students make informed choices.