ABSTRACT
Promoting self-determination and autonomy are among the principles that underlie high quality instructional experiences for students with ASD featured in this text. Research has established that teacher practices that promote autonomous motivation and interventions that promote self-regulated learning leading to self-determination lead to more positive school and transition outcomes. In this chapter, we introduce ways to promote intrinsic and autonomous motivation, including the roles of Universal Design for Learning and Universal Design for Transition in motivating students to learn. We then examine the research pertaining to the importance of promoting self-determination and overview instructional and assessment strategies to promote self-determination and student involvement in educational planning.
