ABSTRACT
The strong claim for using self-determined learning theory to prescribe instruction for all persons is that it fosters self-determination, which is a basic right in the postmodern world. Supporting this claim is research reported in the preceding chapters showing that students with the capacity to adjust in order to learn also have the capacity to self-determine. It verified the pattern in reverse. Chapters 4–7 showed students with disabilities were at risk for lowered levels of self-determination. Chapter 8 linked the risk to an inadequacy in adjustments to new opportunities, and chapters 9–11 showed that optimizing opportunities and adjustments maximized learning and increased self-determination for those students. Hence we can conclude that learning and self-determination maximize when instruction provokes the optimization of opportunities and adjustments.
