As previously mentioned, self-determination training should be integrated throughout adults' training plans and not be viewed as an individual module. Creating an environment that fosters self-determination thinking, such as a learner-centered approach, and/or actually teaching specific skills can do this. The area of self-determination should not be viewed as one more thing to teach adults within an already challenging environment of learning outcomes and demonstrations development, but as more of a recognition of the culture that programs need to foster. In fact, most LBS agencies are well suited to offer opportunities for adults to develop their self-determination skills through services that they offer such as:

• Learner participation in goal-setting and training plan development
• Learner involvement in problem-solving, decision-making
• Learner-directed learning strategies for applicable areas (communication, numeracy and self-management skills)
• Ongoing assessment and evaluation of progress, learning strategies and the training plan

Information that should be addressed throughout the training process:

• How to make informed decisions
• How to set goals
• How to communicate interests, needs and rights to achieve goals
• How to take responsibility for decisions and advocacy
• How to apply self-advocacy information, skills and strategies across a variety of situations
• How to link with support resources or agencies in the community that will provide adults with opportunities to develop self-advocacy skills over time.²⁵

Through this type of intervention adults become more engaged, as they work with ideas and actively use information as it is acquired to meet their needs. The information is personally relevant to their situations and they learn to go beyond just trying to absorb facts. Thinking about their answers and providing rationales for their thinking helps learners realize that there are a number of ways to arrive at an answer and/or understanding.