etadd_48(1) - Division on Autism and Developmental Disabilities

households as compared to those from more
affluent homes (Newman et al., 2011).
In addition, findings illustrate the need to
instruct and support students across all
schools in acquiring IEP participation skills.
As argued by Shogren et al. (2007), we need to
have more, not fewer, opportunities and instruction
for those who traditionally have had
restricted opportunities to learn and practice
self-determination and educational planning
skills (i.e., students with severe intellectual disability
and those who are low-income). These
students can learn to make choices, self-advocate,
and direct their own performance (e.g.,
Wehmeyer et al., 2007). We need to provide
the opportunity, instruction, and support for
them to do so.
References
Agran M., & Hughes, C. (2008). Asking student
input: Students’ opinions regarding their individualized
education program involvement. Career
Development for Exceptional Individuals, 31, 69–76.
doi: 10.1177/0885728808317657
Agran, M., Snow, K., & Swaner, J. (1999). Teacher
perceptions of self-determination: Benefits, characteristics,
strategies. Education and Training in
Mental Retardation and Developmental Disabilities,
34, 293–301.
Allen, S. K., Smith, A. C., Test, D. W., Flowers, C., &
Woods, W. M. (2001). The effects of Self-Directed
IEP on student participation in IEP meetings.
Career Development for Exceptional Individuals, 4,
107–120.
Balfanz, R., & Legters, N. E. (2004). Locating the
dropout crisis: Which high schools produce the
nation’s dropouts? In G. Orfield, (Ed.), Dropouts
in America: Confronting the graduation crisis (pp.
57–84). Cambridge, MA: Harvard Education
Press.
Barton, P. E., & Coley, R. J. (2010). The Black-White
achievement gap: When progress stopped. Princeton, NJ:
Educational Testing Service. Retrieved from http:
//www.ets.org/Media/Research/pdf/PICBWGAP.
pdf
Benz, M. R., Lindstrom, L. E., & Yovanoff, P. (2000).
Improving graduation and employment outcomes
of students with disabilities: Predictive factors
and student perspectives. Exceptional Children,
66, 509–529.
Carter, E. W., Owens, L., Trainor, A. A., Sun, Y., &
Swedeen, B. (2009). Self-determination skills and
opportunities of adolescents with severe intellectual
and developmental disabilities. American Jour-
nal on Intellectual and Developmental Disabilities, 114,
179–192. doi: 10.1352/1944-7558-114.3.179
Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida,
K. M., Lee, Y., & Singh, V. (2007). Self-determination:
What do we know? Where do we go?
Exceptionality, 15, 3–15. doi: 10.1080/
09362830709336922
Cimera, R. E. (2010). Can community-based high
school transition programs improve the cost-efficiency
of supported employment? Career Development
for Exceptional Individuals, 33, 4–12. doi:
10.1177/0885728809346959
Cross, T., Cooke, N. L., Wood, W. M., & Test, D. W.
(1999). Comparison of the effects of MAPS and
ChoiceMaker on students’ self-determination
skills. Education and Training in Mental Retardation
and Developmental Disabilities, 34, 499–510.
Fowler, C. H., Konrad, M., Walker, A. R., Test,
D. W., & Wood, W. M. (2007). Self-determination
interventions’ effects on the academic performance
of students with developmental disabilities.
Education and Training in Developmental Disabilities,
42, 270–285.
Hoffman, A., & Field, S. (1995). Promoting selfdetermination
through effective curriculum development.
Intervention in School and Clinic, 30,
134–141.
Hughes, C. (1992). Teaching self-instruction utilizing
multiple exemplars to produce generalized
problem-solving by individuals with severe mental
retardation. American Journal on Mental Retardation,
97, 302–314.
Individuals with Disabilities Education Act (IDEA)
Amendments of 1997, PL 105-17, 20 U.S.C.
§§ 1400 et seq.
Kishi, G., Teelucksingh, B., Zollers, N., Park-Lee, S.,
& Meyer, L. (1988). Daily decision-making in
community residences: A social comparison of
adults with and without mental retardation. American
Journal on Mental Retardation, 92, 430–435.
Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C.,
Curbois, Y., Keith, K. D., Schalock, R., & Walsh,
P. N. (2005). The relationship between quality
of life and self-determination: An international
study. Journal of Intellectual Disability Research, 49,
740–744. doi: 10.1111/j.1365-2788.2005.00743.x
Martin, J. E., Greene, B. A., & Borland, B. J. (2004).
Secondary students’ involvement in their IEP
meetings: Administrators’ perceptions. Career Development
for Exceptional Individuals, 27, 177–188.
Martin, J. E., & Marshall, L. H. (1995). Choice-
Maker: A comprehensive self-determination transition
program. Intervention in School and Clinic,
30, 147–156.
Martin, J. E., Marshall, L. H., Maxson, L. M., &
Jerman, P. L. (1997). The Self-Directed IEP. Longmont,
CO: Sopris West.
Martin, J. E., Van Dycke, J. L., Christensen, W. R.,
Student Self-Determination / 15