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Self-Determination

A Key to Success in Postsecondary Education for Students with Learning Disabilities

College of Education at Wayne State University, sharon.field{at}wayne.edu, College's Self-Determination and Transition Projects Research Cluster

Mary D. Sarver

Office of Student Disability Services at the University of South Florida

Stan F. Shaw

Special Education Program in the Department of Educational Psychology at the University of Connecticut (UConn)

Self-determination should be a central organizing concept in postsecondary programs for all students with disabilities, including those with learning disabilities. The importance of self-determination is supported by numerous studies, including one by Sarver (2000), who found a significant relationship between the grade point averages of students with learning disabilities and their levels of self-determination. Interviews with students about postsecondary environments demonstrate that specific environmental factors and personality markers are important to postsecondary success. Characteristics of environments that support self-determination are discussed within the context of postsecondary education settings. These characteristics include self-determined role models, self-determination skill instruction, opportunities for choice, positive communication patterns and relationships, and availability of supports. Universal Design for Instruction, a new paradigm for college students with learning disabilities, fosters self-determination by offering students productive opportunities for learning.

Remedial and Special Education, Vol. 24, No. 6, 339-349 (2003)
DOI: 10.1177/07419325030240060501


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