The Self-Determined Career Development Model was designed to provide people with disabilities the knowledge and skills they need to compete for jobs they want with the potential for career advancement, higher wages, and benefits. The Self-Determined Career Development Model's purpose is to enhance consumer self-determination in order to better identify their job and career goals, develop an action plan to achieve those goals and to evaluate and modify that plan. With increased self-determination skills, people with disabilities will self-direct their vocational planning and decisions related to career changes with less reliance upon service systems.
For Professionals: Community Living
The Arc's Self-Determination scale is a measure designed for adolescents and young adults with disabilities to determine to what degree the individual is acting as the primary agent of his or her life. A manual to help ensure the scale is used correctly provides a guide for use and scoring of The Arc's self-determination scale.
The self determination toolkit was developed for teachers, parents, students, and others who are interested in promoting self-determination within school, home, and community settings, The primary audience is special educators, although information can be used by professionals in other settings. The toolkit contains 13 lesson plans on various elements of self- determination that can be used in conjunction with a subject class or as a stand alone session.
The Self-Determined Learning Model of Instruction is a self-regulated problem-solving format used with individuals of any age to 1.) Set a goal 2.) Develop a plan and 3.) Evaluate a plan or goal. It is a discussion process used by a teacher/services provider to support a person to express interests, prioritize needs, and accomplish something in a specific situation or environment.
This guide enables teachers and parents to help children become more self-determined individuals. With the help of parents and teachers, children will learn how to problem solve, set and achieve goals, and make decisions at school and at home.
The I'm Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior beginning at the elementary level and continuing through the student's educational career. The self-determined student knows how to set and achieve goals and has a greater understanding of personal strengths and how to get support for areas of need.
This booklet provides an overview of the activities of the NGSD project, highlighting and detailing activities such as the development of task forces and the currently available products. It also describes the beliefs behind the NGSD project and lists self-determination resources for both professionals and families.
This guide provides advisors with a variety of resources, from general information regarding disability and advocacy to specific examples of activities that promote self-determination. Multiple organizations and individuals contributed to this guide, providing first-hand information from detailed traits of effective advisors to advice from both advisors and self-advocates.
“Lessons Learned in Scaling-Up Effective Practices: Implications for Promoting Self-Determination within Developmental Disabilities”,fourth in the series of papers for scaling-up promotion of self-determination, details the many challenges to this effort. This paper looks at existing research on scaling-up, expanding 'lessons learned' to the area of self-determination within the field of developmental disabilities.
“Self-Determination Across the Life Span: Issues and Gaps” is the third issue in a series of papers dedicated to scaling-up the promotion of self-determination. This issue synthesizes self-determination literature across the lifespan and identifies gaps between theory, research, and evidence-based practices.
“Personal Self-Determination and Moderating Variables that Impact Efforts to Promote Self-Determination” is the second issue in a series of papers dedicated to scaling-up the promotion of self-determination. This issue details the self-determination construct and discusses variables that impact intervention design and implementation.
“A Social-Ecological Approach to Promote Self-Determination” is the first issue in a series of papers to assist in the promotion of self-determination. This issue presents and outlines a social-ecological approach as a “model of intervention” to enhance self-determination interventions and efforts.
“Promoting Self-Determination for Adults: A Practice Guide” contains summaries and reviews of the four current evidence-based practices for developing self-determination for adults. A definition of each practice and its implementation are included with a summary of the research literature and an analysis of the level of evidence.
A key variable for a higher quality of life for people with disabilities is social capital. This paper focuses on the operation of social capital in the lives of people with disabilities and provides case studies of social capital at individual, group and community levels. It also discusses three necessary steps for the development of social capital among individuals with disabilities.