Learning Self-determination: Lessons from the Literature for Work with Children and Youth with Emotional and Behavioral Disabilities

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Abstract

Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities. However, there is an important, current issue identified by researchers and individuals with disabilities–the issue of self-determination. This article explores how self-determination can and should be taught to children and youth with disabilities.

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