Self-determination skills: Building a foundation for student success

Abstract

Among different transitions that happen in a young person’s life, transition to adulthood can be one of the most challenging. The new post-school environment requires increased self-determination, including self-awareness, self-advocacy, self-management, and other important skills that help one function as an independent adult. Because it takes time to develop and nurture self-determination skills, it is important to begin early and continue infusing self-determination into various aspects of instruction. Discussed in this article are SCORE strategies for embedding self-determination skills into classroom settings. Multiple tools and resources are provided to aid with the selection and application processes. A vignette is offered to illustrate guidance for implementation with the goal of improved self-determination skills and enhanced experiences for all learners while in school and beyond.

Keywords:

• Choice-making
• instruction
• problem-solving
• self-advocacy
• self-awareness
• self-determination

Disclosure statement

Authors report no known conflict of interest or funding sources for this project

Additional information

Notes on contributors

Mariya T. Davis

Dr. Mariya Davis is an Assistant Professor of Special Education at Texas A&M University – San Antonio. Her research interests include assessment in special education, inclusive practices for students with disabilities, student empowerment, family engagement, transition to adulthood, and professional development.

Ingrid K. Cumming

Dr. Ingrid Cumming is is a district teacher for Transition Services in Orange County Public Schools. Her research interests includes accessibility to transition services, Universal Design for Learning, and responsible inclusionary practices.

Julie D. Southward

Dr. Julie Southward is an Assistant Professor at the University of North Texas–Dallas with 25 years of experience in an urban school district in Texas. Her research interests include high incidence disabilities, evaluation, transition planning, and professional development.