“An informative and comprehensive review of the important topic of self-determination....Will provide teachers, students, professors, and practitioners with a useful resource. This book is a practical guide containing suggested training steps for skill acquisition and lists of behaviors to be trained (task analyses). Original training materials to teach the skills reviewed are also included....Wehmeyer provides a thorough synthesis of the research literature on self-determination and organizes the information in a logical and clear fashion. Many effective methods are described.”

—PsycCRITIQUES


“I really like the way Wehmeyer links science to practice, combining theory and research with practical instructional methods and strategies. This volume will be useful for anyone involved in teaching self-determination skills to students with disabilities. It also is an appropriate text for graduate students and an excellent resource for faculty members.”

—David W. Test, PhD, Department of Special Education and Child Development, University of North Carolina-Charlotte


“At last, a book that offers the best of what we know from research on how to promote self-determination in students with disabilities. This much-needed book delivers proven, practical strategies for classroom instruction. It should be required reading for teachers and other professionals supporting students in the transition from school to adult life.”

—David R. Johnson, PhD, Department of Educational Policy and Administration and Institute on Community Integration, University of Minnesota


“Self-determination has been a foundation of my curriculum for my students over the last two years, but I had not articulated the specific subsets involved in this concept before reading this book. Wehmeyer breaks self-determination down into the necessary skills of choice making, decision making, goal setting and attainment, and self-advocacy. He shows how to provide opportunity and instruction to support students in successfully meeting their unique transition goals. As a teacher of students with disabilities, I am grateful for this vital contribution to the field.”

—Tom Szambecki, Lead Teacher, Maize Transition Skills Network, Sedgwick County, Kansas


“This straightforward, research-based guide provides strategies to prepare students for state and federal assessments by introducing problem-solving and decision-making skills, without changing the curriculum. The examples given in the book can be adapted and applied to students of a range of ages and abilities. The text could be used by university professors to demonstrate how teachers can provide students with a learning environment that includes choices. School districts could use the book in professional learning communities as well as for new teachers and mentors. This book is awesome, and I hope teachers take a look at the research. These strategies could provide a new look at education.”

—Chuck Howard, MAE, teacher, Special School District of St. Louis County, Missouri