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From the author's perspective, self-determination is characteristic of all humans regardless of their capabilities, disabilities, or idiosyncrasies. It is evident when they act on their circumstances to get what they need or want and when they persist in those pursuits until situations change in the right direction for them. It is accurately represented by the phrase "persistent pursuits of self-interest," and by how they regulate their expectations, choices, and actions to engage those pursuits. In this article, he offers additional thoughts on the issues of choice, the self, control, research interventions, and capacity versus opportunity that were raised by several articles on self-determination. (Contains 1 table.)

A study examined the effect of self-determination contracts for 8 students (ages 9-10) with severe emotional/behavioral problems. Students completed daily self-determination contracts to schedule their work, plan for work outcomes, evaluate progress, and adjust for the next day's activity. Pre- and post-assessment found significant academic improvement. (Contains references.) (CR)

In this study, students worked independently by setting goals, selecting assignments, and recording and evaluating their results after receiving one of two different types of self-management training. During teacher-directed training, the teacher set goals, assigned work, and recorded and evaluated results for students. During student-directed training, students performed those tasks themselves. The results indicated that students engaged in the self-management behaviors more frequently during independent work following student-directed instruction than following teacher-directed instruction. DESCRIPTORS: teacher-versus student-directed instruction, self-management

This paper comments on three preceding papers in the same publication on the general topic of self-determination for adults with severe disabilities. The meanings of self-determination discussed are explored as separate social and psychological components of the construct, which leads to a discussion of how the construct obliges caregivers to respect clients' decisions. (PB)

Results of a follow-up survey of 234 students completing special education services in 1978 suggested that special education programs have been influential in preparing disabled students for post-high-school adjustments in the community. Although most graduates were employed, their earnings were at minimal levels. Furthermore, most of the respondents lived at home with their parents. (Author/CL)

Elementary N=53) and secondary (N=86) secondary special education teachers selected 66 items as important indicators of career education needs. They rated behavior (such as following instructions, working at an acceptable rate, and obeying work rules) as important for placement in special education, sheltered employment, and competitive employment. (CL)

This article describes an instructional model designed to teach handicapped secondary students generic employment adaptability skills. The model includes four major components: decision making, independent performance, self-evaluation, and adjustment. (Author/DB)

Two experiments were done with a 16-year-old severely retarded male, involving the training of generalized instruction-following responses to preposition-noun combinations. (Author/DLS)

The article describes and analyzes the physical, attitudinal, and behavioral barriers that deny severely retarded students equal access to vocational education, and discusses as a solution the prevocational training of such students in those skills and behaviors necessary for entrance into a vocational training program. (DLS)

The study investigated the relation between prevocational preference, as measured by the client's selection of a task object, and the work that followed that choice, using as Ss two severely retarded adults (ages 19 and 20). (Author/PHR)

The historical origins and influences of these two major instructional approaches are reviewed in order to define the essential elements of each, identify important similarities and differences, and specify the functional relations that make programed instruction and task analysis complementary components of an individualized training strategy. (Author/DLS)

The study compared the relative effectiveness of different procedures (two potentially positive and two potentially negative reinforcing procedures) for decreasing response durations in three severely retarded 14- to 20-year-old women who were severely disruptive and noncompliant. (Author)

Examines the development of reciprocal cooperation in dyads by allowing one subject at a time to be dependent upon a partner and then reversing this condition periodically. Subjects were 10 special education unit students who ranged in age from 10 to 16 years. (MP)

Seymour Sarason (1990) suggested that an essential purpose of the educational process is to 'produce responsible, self-sufficient citizens who possess the self-esteem, initiative, skills and wisdom to continue individual growth [...], Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.

Presents information on the models of self-determination and its research validation to identify personal characteristics particularly in people with mental disabilities. Definition of self determination; Essential characteristics of self-determined behavior; Importance of self determination to people with mental retardation.

This article argues that it is necessary to identify and teach the work behavior that is essential for successful employment. This orientation toward survival skills provides a framework to assist in determining what skills should be targeted for change. To ensure success, students must have a full repertoire of vocational and social skills, as well as a set of adaptability skills that will help them assess a problem, set a course of action, and modify their performances. Failure to assess and provide these students with the necessary skills will inevitably lead to unsatisfactory work experiences. [ABSTRACT FROM PUBLISHER]