Self-Determination for Students with Intellectual Disabilities and Why I Want Educators to Know What it Means

Abstract

AS SOMEONE who has been involved in special education for close to 30 years, I continue to struggle with ways to describe to general educators some issues that I believe should be of importance to all of us. Recently, I have focused on self-determination and its implications for inclusive schooling. Those familiar with the field of special education readily admit that these two concepts are often difficult to explain, especially as they apply to students with intellectual disabilities. After all, how can children with intellectual disabilities participate in typical general education classrooms, where the academic demands are seemingly far above their capabilities? And how can they engage in behaviors associated with self-determination, such as making meaningful choices and directing their own lives? Yet, as we delve deeper into these questions, it becomes clear that the concepts of self-determination and inclusive schooling are intricately related to the principles of democratic education, the same ideals proposed by John Dewey. (1) Whereas general educators have been struggling to create democratic classrooms, special educators have been struggling with the concepts of self-determination and inclusive schooling. Perhaps it is time for educators to see democratic education, inclusive schooling, and the promotion of self-determination as interrelated issues. SO WHAT IS SELF-DETERMINATION? Self-determination is simply the idea of being a causal agent in one's life, being able to make things happen. (2) Researchers on this topic have pointed to some key skills associated with self-determination: self-regulation, self-knowledge, self-reflection, problem solving, goal setting, self-monitoring, and decision making. (3) Historically, self-determination has referred to the struggle of countries and groups of individuals to self-govern and to have access to privileges and rights. (4) Obviously, many students learn these important skills without being formally taught them. Moreover, these are critical skills for all students, at least in part because they bear a strong resemblance to what Arthur Costa and Bena Kallick refer to as habits of mind. (5) Yet many people have trouble associating the concept of self-determination with individuals with intellectual disabilities. Most people hold assumptions that intellectual capacity is a prerequisite to self-determination and that individuals who may be lacking in certain intellectual capacities will misuse self-determination or express it in immature ways (demanding things unreasonably, asking for things that could be dangerous, etc.). These perceptions are so common that few people ever question whether they are true. If we look at the history of minority or oppressed groups, we can see countless examples in which perceptions and beliefs about what certain people were capable of were subsequently dispelled. Research by Michael Wehmeyer and his colleagues has provided convincing evidence that individuals with intellectual disabilities can learn and actually do want to have more opportunities for self-determination in their lives. (6) However, they are given few such opportunities and are generally not supported in their efforts, because those around them do not believe they can succeed. Unfortunately, most special education programs perpetuate these views. So why is self-determination important for students with intellectual disabilities? The reasons are the same as those for any minority group: to prevent oppression. Individuals with intellectual disabilities are an oppressed group, and there is much evidence to support this view. They are more likely to live in segregated settings without the full privileges afforded most adults, they are more likely to be schooled in segregated settings with less access to quality education in academic areas, and they are more likely to work in segregated work contexts. (7) For these reasons, federal policies have focused on the rights of individuals with intellectual disabilities, along with specific goals to address opportunities for self-determination. …