Self-determination

"The concept of self-determination was defined by Field, Martin, Miller, Ward, and Wehmeyer (1998) as 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."20

Self-determination is not just an important term for adults with learning disabilities, but for all adults who enter LBS programs. The components of self-determination make up the foundation upon which many literacy programs are built. These programs recognize the importance of looking beyond the basic skill needs of adult learners and look at "soft skills" as well.

When referring to self-determination the following skills have been included:

  • Decision-making
  • Goal-setting and attainment
  • Problem-solving
  • Self-evaluation and management
  • Self-advocacy
  • Person-centered planning
  • Self-awareness21
Four key areas to address for effective transitions

Some learners may know exactly what they want to work towards, but the majority have either very broad goals or are unsure of where they are heading. Both practitioners and learners should identify what information and skills learners need to acquire in order to make effective transitions. Often the knowledge and transition skills are determined as learners near completion of their goals. However, to help increase independence and learner ownership, the knowledge and skills required to make a smooth transition should be addressed right from the beginning and should be monitored and adjusted as the learner moves through the training program.