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Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination
The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
ERIC EC Digest #E647
Author: Alan Hoffman
The ability to make effective choices and decisions is one of the most important competencies students, including those with learning disabilities, need to be successful in life after high school. Promoting student self-determination provides an excellent framework within which to teach students how to make effective choices and decisions. Effective choices are those that the student will see as beneficial, and these models of self-determination can be used to teach students to make choices and decisions that (a) are consistent with what is most important to them and (b) enable them to achieve more positive adult outcomes. A general overview of best practices in promoting and enhancing self-determination can be found in a previous ERIC digest (Wehmeyer, 2002). This digest specifically examines how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions.
How is self-determination linked to learning how to make good choices and decisions?
Self-determination is "a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society" (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p.2). Thus, self-determination involves assessing one's own strengths, weaknesses, needs, and preferences. Field and Hoffman (1994) describe five steps to enhanced self-determination. The five steps are
Making choices and decisions is central to each of the five steps. For example, one sub-component of the step "Plan" is to set goals. To set a goal, a decision must be made. A sub-component of "Know Yourself" is to decide what is important to you. A key goal of instruction to promote self-determination is to enable students to make choices and decisions based on a foundation of knowing about and valuing themselves (Field & Hoffman, 1994). If we support students in becoming more self-determined, we are, in essence, enabling them to learn how to make choices and decisions that are based on what they most value.
What barriers do students with learning disabilities face in learning how to make effective choices and decisions?
Students with learning disabilities face some unique barriers to becoming self-determined, which are identified below:
The majority of students with learning disabilities are served in general education classrooms. This is good news for many reasons, since instruction to promote self-determination is important for all students, including students with and without disabilities. In addition, the delivery of instruction to enhance self-determination in general education classes provides an entry point to the general curriculum. Many of the skills related to learning to make effective decisions and choices are easily linked to state standards and benchmarks as well as to standards developed by such entities as the American Counseling Association, the Secretary's Commission on Acquiring Necessary Skills (SCANS), and the Character Education Partnership.
Instruction to enable students to learn how to make effective choices and decisions can be infused into school counseling programs, academic classes (e.g., Language Arts, Social Studies, Creative Writing), academic support classes (e.g., resource rooms, study skills), career preparation classes, and extra-curricular activities. Such instruction should not be an "add-on"; it should be infused throughout the school day so that students are able to see the practical application of the instruction.
Some areas of instruction related to effective choice and decision-making may best be provided in settings where issues specifically related to disabilities can be addressed. For example, developing an understanding of one's learning disability, the ramifications of the disability and whether or not to disclose the disability is a critical area of instruction and support for students to help them make effective choices and decisions. In addition, the Individualized Education Program (IEP) process provides an excellent vehicle through which choice and decision-making skills can be taught. These disability-specific areas can be addressed in special education classrooms or through individual tutoring, coaching, or counseling sessions.
What are the school or programmatic factors that support or inhibit self-determination instruction?
If students with learning disabilities are to learn how to make effective decisions and choices, they need opportunities to (a) acquire skills such as identifying options, anticipating potential consequences, and accessing resources and information, (b) practice the skills, and (c) reflect on and learn from their experiences. The optimal way to provide opportunities for students to learn how to make good decisions and choices is to infuse instruction related to self-determination at the school or program level as well as the classroom level. Field and Hoffman (2002) identified nine quality indicators for self-determination instruction:
What resources are available to promote self-determination and teach choice and decision-making?
A number of instructional methods, materials, and strategies have been developed to enable educators to teach students the knowledge, skills, and beliefs that lead to self-determination. They include resources that can be used to teach choice and decision-making through self-determination. Examples of strategies include
Applying coaching strategies to provide individualized support for students with learning disabilities to help them make choices and achieve the results they want (Byron & Parker, 2002).
Information about a variety of materials and strategies to support choice and decision-making through self-determination is available through the University of North Carolina Self-Determination Synthesis Project website (www.uncc.edu/sdsp).
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ERIC Clearinghouse on Disabilities and Gifted Education