 Self-Determination for Middle and High School Students
Additional Resources
NCSET Resources
A
National Study on Graduation Requirements and Diploma Options for
Youth with Disabilities
(December 2004) 
NCSET Topical Report
This Topical Report examines the results of a national study
on the status of state high school graduation policies and diploma
options for youth with disabilities. The study focused on state
policies in relation to their intended benefits as well as possible
unintended consequences for youth with disabilities. The study addresses
issues concerning high school exit exams as well as single, multiple,
and alternative diploma options. Available in PDF format (48 pages,
825 KB).
Addressing
the Needs of Culturally and Linguistically Diverse Students With
Disabilities in Postsecondary Education (February 2004)
NCSET Information Brief
Persons with disabilities usually must overcome a variety of challenges
not faced by their peers without disabilities in order to gain entry
to and succeed in postsecondary education. These challenges are
often especially difficult for persons with disabilities of culturally
and linguistically diverse heritage. This brief identifies the major
challenges of postsecondary education for persons with disabilities
of culturally and linguistically diverse heritage and provides recommendations
to postsecondary institutions for supporting the educational success
of these students.
http://www.ncset.org/publications/viewdesc.asp?id=1411
The
Characteristics, Experiences, and Outcomes of Youth with Emotional
Disturbances (August 2004)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief takes a fresh look at selected characteristics
of youth with emotional disturbances and their households that distinguish
them from other youth with disabilities and/or from youth in the
general population. It also describes aspects of their school histories
and their current school programs and experiences, as well as indicators
of their academic performance and social adjustment at school. Finally,
the activities of youth with ED outside of school are highlighted.
http://www.ncset.org/publications/viewdesc.asp?id=1687
Choices in Transition: A Model for Career Development (February 2006)
NCSET Information Brief
This brief describes the Choices in Transition program for low-income ethnic minority youth with disabilities in Chicago. The program supports these youth in the process of transition in order to improve their educational and vocational success and increase their self-determination. Recommendations for improving the transition outcomes of youth with disabilities are included.
http://www.ncset.org/publications/viewdesc.asp?id=2842
IDEA
1997 Temas de Transición (July 2002)
NCSET Parent Brief
This is the Spanish-language edition of the Parent Brief entitled
"IDEA 1997 Transition Issues: The IEP for Transition Aged Students."
Este artículo explica los requerimientos para la transición
bajo IDEA, la composición y funcionamiento del Equipo de
Transición del Programa de Educación Individualizada
(Individual Education Program—IEP) y los factores especiales
a ser considerados por el equipo de IEP. También delinea
el papel que juegan los estudiantes, padres, personal de la escuela
y personal de la agencia en el equipo de transición del IEP.
http://www.ncset.org/publications/viewdesc.asp?id=2129
IDEA
1997 Transition Issues: The IEP for Transition Aged Students
(July 2002)
NCSET Parent Brief
Explains the requirements for transition under IDEA, the composition
and functioning of the Individual Education Program (IEP) Transition
Team, and special factors for the IEP Team to consider. It also
outlines the roles of students, parents, educators, school staff,
and agency staff on the IEP Transition Team.
http://www.ncset.org/publications/viewdesc.asp?id=423
Person-Centered
Planning: A Tool for Transition (February 2004)
NCSET Parent Brief
This brief provides a concise description of person-centered planning
and an explanation of the benefits of this process. The brief also
provides action steps for implementing person-centered planning,
references within the Individuals with Disabilities Education Act
that support the process, and a list of additional resources.
http://www.ncset.org/publications/viewdesc.asp?id=1431
La
Planificación Centrada en la Persona: Una Herramienta para
la Transición (February 2004)
NCSET Parent Brief
This is the Spanish-language edition of the Parent Brief entitled
"Person-Centered Planning: A Tool for Transition." Este
artículo proporciona una descripción concisa de una
planificación centrada en la persona y una explicación
de los beneficios de este proceso. El artículo también
provee los pasos a dar para implementarlo, referencias dentro de
la Ley de Educación para Personas con Discapacidades (Individuals
with Disabilities Education Act—IDEA) que apoyan el proceso
y una lista de recursos adicionales.
http://www.ncset.org/publications/viewdesc.asp?id=2126
Self-Determination:
Supporting Successful Transition (May 2003)
NCSET Research to Practice Brief
This brief outlines research on self-determination suggesting
that youth with disabilities who actively direct their own lives
are more likely to successfully transition into adult life. In addition,
the brief addresses development of self-determination skills and
student-led Individualized Education Program meetings. Also included
are descriptions and contact information for several self-determination
curricula and helpful Web links.
http://www.ncset.org/publications/viewdesc.asp?id=962
Supporting
Dynamic Development of Youth with Disabilities During Transition:
A Guide for Families (March 2004)
NCSET Information Brief
This brief offers concrete, useful information about adolescent
development to guide families in supporting youth with disabilities.
It also provides the compassionate perspective of a parent of a
youth with a disability regarding the transition process. Finally,
the brief offers a list of further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1432
Supporting
Youth With Disabilities to Access and Succeed in Postsecondary Education:
Essentials for Educators in Secondary Schools
(December 2002)
NCSET Issue Brief
Recent efforts to improve the postsecondary school outcomes
of youth with disabilities have focused on curriculum quality and
exposure to non-academic opportunities. Of equal importance is ensuring
that students with disabilities are active participants in the Individualized
Education Plan (IEP) process and understand the differences between
secondary and postsecondary school environments, especially in regard
to provision of supports, services and accommodations. This brief
outlines the differences in assistance determination and provision
encountered by youth with disabilities as they transition into postschool
environments. It also offers related recommendations on improving
the transition process for youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=706
The
Transition Planning Process (April 2005)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief provides a national view of the transition
planning process undertaken during high school with and for youth
with disabilities as they prepare for life after school. The information
reported comes from a mail survey of school personnel conducted
as part of the National Longitudinal Transition Study-2 (NLTS2).
Findings from NLTS2 generalize to youth with disabilities nationally
who were 13 to 16 years old in December 2000, to each of 12 federal
disability categories, and to each age group within the age range.
http://www.ncset.org/publications/viewdesc.asp?id=2130
Work-Based
Learning and Future Employment for Youth: A Guide for Parents and
Guardians (October 2003)
NCSET Information Brief
Setting high expectations early in life is an important step in
order for youth to develop the skills to succeed in the future.
This guide for parents and guardians of youth with disabilities
outlines how work-based learning helps youth identify interests,
strengths, skills, and needs related to career development. Specific
examples are provided, as well as further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1222
Youth
Employment (December 2003)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief provides a detailed description of employment
trends for youth with disabilities documented within the National
Longitudinal Study-2. The NLTS2 has recently gathered data on work-study
employment and regular paid employment of youth with disabilities,
with a focus on hourly pay, disability categories, demographic differences
in employment, and individual differences such as gender, age, race/ethnicity,
and household income in relation to employment. This brief provides
a concise and organized presentation of the results, including descriptive
graphs.
http://www.ncset.org/publications/viewdesc.asp?id=1310
Other Resources on the Web
Online Training for Educators: Self-management and Self-Determination Strategies - Promoting Independence in the Transition to Adult Life
Distance education course taught by Carolyn Hughes, Ph. D., offered by Project TechLINK at the Virginia Commonwealth University & Rehabilitation Research and Training Center on Workplace Support. Sessions include promoting and teaching self-management and self-determination skills, and increasing students’ choices and decision-making.
http://www.vcu.edu/rrtcweb/techlink/GEB/hughes/corstem2.html
Planning
Student-directed Transitions to Adult Life
An ERIC Digest article providing an overview of how
to conduct and implement a student-centered, student-directed future
planning process.
http://www.ericdigests.org/2000-4/adult2.htm
Student Guide to the IEP (2nd ed) (2002)
Winner of several awards, including a 1996 Easter Seals Award, this Student’s Guide is produced on audiotape with an accompanying booklet (which is read on the tape) to help students with disabilities participate in developing their own Individualized Education Program (IEP). The guide has been updated to reflect Federal regulations for IEPs under IDEA 97. Produced by the National Information Center for Children and Youth with Disabilities.
http://www.nichcy.org/pubs/stuguide/st1book.htm
Students with Disabilities Preparing for Postsecondary Education: Know Your
Rights and Responsibilities (July 2002)
This pamphlet explains the rights and responsibilities of students with
disabilities who are preparing to attend postsecondary schools. In addition,
the pamphlet explains the obligations of a postsecondary school to provide
academic adjustments, including auxiliary aids and services, to ensure that
the school does not discriminate on the basis of disability.
http://www.ed.gov/about/offices/list/ocr/transition.html
Technical Assistance Guide: Helping Students Develop Their Own IEP (2nd ed) (2002)
A guide for professionals to help students lead their own IEPs. To be used in conjunction with the Student Guide to the IEP (above). Produced by the National Information Center for Children and Youth with Disabilities
http://www.nichcy.org/pubs/stuguide/ta2book.htm
Understanding the Core Principles Needed for People with Disabilities to Control their Own Lives
This pocket guide for families, youth, teachers, and others, covers the key elements of self-determination and the planning principles, tools, and resources available to make it work.
http://www.trninc.com/selfdetpg.htm
Resources in Print
Abery, B., Arndt, K., Greger, P., Tetu, L., Eggenbeen,
A., Barosko, J., et al. (1994). Self-Determination for youth with
disabilities: A family education curriculum. Minneapolis: University
of Minnesota, Institute on Community Integration.
This family education curriculum will provide a clearer understanding
of what self-determination means to a youth with a disability and
the whole family. It will enable family members to identify where
and how they can provide opportunities for increased personal control.
This curriculum can enhance an entire family’s ability to
support self-determination for all its members. More information
available at http://ici.umn.edu/products/curricula.html#self.
Holburn, S., & Vietze, P. M. (Eds.) (2002). Person-centered
planning: Research, practice, and future directions. Baltimore,
MD: Paul H. Brookes Publishing Co.
This book discusses concrete ways that person-centered planning
can improve the lives of individuals with different levels of disabilities
living in various environments and explores research that validates
its effectiveness. This book provides instructions to help professionals
assess an individual’s preferences, explores how person-centered
planning can reduce challenging behavior, and offers professional
development strategies for staff adopting person-centered planning.
Supported by quantitative and qualitative research, this book gives
professionals a complete picture of the challenges and benefits
person-centered planning can bring and equips them with strategies
for making it work.
Mithaug, D. E., Mithaug, D. K., Agran, M., Martin, J. E.,
& Wehmeyer, M. L. (Eds.). (2003). Self-determined learning
theory: construction, verification, and evaluation. Mahwah,
NJ: Lawrence Erlbaum Associates.
This volume brings together four areas of research—choice,
self-determination, self-regulation, and self-management—to
form a new theory of self-engaged learning called "self-determined
learning theory." Although aimed primarily at leaders in special
education, it can also appeal to researchers and scholars in psychology,
educational psychology, and school psychology who are interested
in the applications of self-regulated learning theory.
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