Self-Determination During Adolescence A Developmental Perspective

Remedial and Special Education - Tập 18 Số 5 - Trang 285-293 - 1997
Sharon Field1, Alan Hoffman2, Margaret Posch3
1Sharon Field, EdD, is associate professor (research) in the College of Education at Wayne State University. Her research interests focus on self-determination and transition for students with and without disabilities. Address: Sharon Field, 469 EDUC, Wayne State University, Detroit, MI 48202.
2Alan Hoffman, EdD, is associate professor in theoretical and behavioral foundations in the College of Education at Wayne State University. With Dr. Field, Dr. Hoffman has written articles and materials on self-determination.
3Margaret Posch, PhD, is research associate in the College of Education at Wayne State University. Her expertise is in research methods and statistical analysis in special education research.

Tóm tắt

Adolescence, the tumultuous period from dependent childhood to independent or interdependent adulthood, is a critical time for the development and expression of self-determination. An instructional emphasis and support system for self-determination is particularly important for youth with disabilities. Adolescent development, embracing identity exploration and learned independence in youth, leads to self-awareness, one of the building blocks for self-determination. Successful transition to adulthood, fostered by one's ability to set and reach goals through decision making, is a necessary outcome of self-determination. Students' participation in their educational plans provides an important vehicle for the development and expression of self-determination in students with and without disabilities. A model for self-determination is presented that incorporates components of the skills and knowledge necessary for adolescents to realize their identities. Interventions aimed at promoting self-determination in youth, including curricular interventions, instructional strategies, and delivery settings, are discussed.

Từ khóa


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Remedial and Special Education

Tập 18 Số 5

285-293

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