ABSTRACT
This chapter opens with an explanation of the importance of self-determination for students with intellectual disability and their inclusion in school and society. Several factors that influence the development of self-determination, such as personal variables and environment, are discussed. The author then briefly introduces self-determination theory, which is one of the key motivational theories relevant to educational psychology that can help progress understanding and practice for students with intellectual disability, and which provides the philosophical and practical underpinning of this chapter. Although different aspects of self-determination theory are introduced in relation to people with intellectual disability, the main focus of the chapter is on individual self-determination skills. The author debates several ways in which relevant stakeholders can utilize self-determination theory in order to develop such skills in adolescent students with intellectual disability. These include students’ involvement in individualized educational programs and transition planning, in extracurricular programs and activities, and families’ involvement in supporting their children’s self-determination. The chapter concludes with implications and future directions for research and practice. The main suggestion for future research is its engagement with the inclusive research movement and the role of students with intellectual disability being involved in research. This could be facilitated by utilizing innovative research methods, such as Photovoice, mobile interviews, or body-mapping. The main suggestion for practice is to increase involvement in self-advocacy organizations of people with intellectual disability, which would include inviting self-advocates to mainstream schools to present their experiences, as well as working in close relationship with students with intellectual disability themselves. Inclusive research and involvement with self-advocates are examples of initiatives on research and practice levels that can enhance efforts towards developing self-determination skills in people with intellectual disability across the life span.
