Supporting Self-Determination Skill Development in the Elementary Years

This literature review focuses on developmentally appropriate expectations for learning of precursor components of self-determination in elementary-aged youth in order to enhance IEP planning as a mechanism for (1) development of foundational elements of self-determination and (2) engagement of youth at an early age as active participants in their future planning. After this session, participants will be able to: 1. … develop expectations for elementary student acquisition of sub-component skills that foster and support self-determined behavior. 2. … hypothesize to what extent the development of self-efficacy impacts students’ abilities to independently practice learned precursor self-determination skills such as self-monitoring, goal-setting, and problem-solving. 3. … compare findings from empirical research on self-monitoring, goal-setting, and problem solving for elementary populations to conceptual literature on appropriate expectations for development of these skills in elementary-aged students. 4. … assess the types of supports and opportunities that teachers and families can provide to elementary school students with disabilities to assist them in practicing precursor self-determination skills.

Mary Ann Gorman