This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognitive disabilities but are applicable to all students with or without disabilities. The authors research each model and have applied their own theoretical framework to special education, ensuring that interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students. By reading this text, the reader will gain a solid, theoretically based foundation in understanding the self-determination construct which ultimately supports the development of instructional interventions that enable students with disabilities to become self-determined. It will be useful as a text in upper undergraduate and graduate courses in special education, psychology, social work/welfare, general education, vocational rehabilitation and disability studies. Table of Contents: Preface Chapter SECTION I: AN OVERVIEW OF THE SELF-DETERMINATION CONSTRUCT 1. Self-Determination: A Review of the Construct—Michael L. Wehmeyer SECTION II: AN ECOLOGICAL THEORY OF SELF-DETERMINATION 2. An Ecological Theory of Self-Determination: Theoretical Foundations—Brian H. Abery and Roger J. Stancliffe 3. A Tripartite Ecological Theory of Self-Determination—Brian H. Abery and Roger J. Stancliffe 4. An Ecological Theory of Self-Determination: Research Evidence—Roger J. Stancliffe and Brian H. Abery SECTION III: SELF-DETERMINATION AS A FUNCTION OF SELF- REGULATION 5. Identifying What We Know About Self-Determination—Dennis Mithaug 6. Explaining What We Don’t Know About Self-Determination—Dennis E. Mithaug 7. Evaluating Credibility and Worth of Self-Determination Theory—Dennis E. Mithaug SECTION IV: A FUNCTIONAL THEORY OF SELF-DETERMINATION 8. A Functional Theory of Self-Determination: Definition and Categorization—Michael L. Wehmeyer 9. A Functional Theory of Self-Determination: Model Overview—Michael L. Wehmeyer 10. Research Using the Functional Model of Self-Determination—Michael Wehmeyer SECTION V: FROM THEORY TO PRACTICE: PRACTICAL APPLICATIONS OF SELF DETERMINATION THEORY 11. The Ecological Model of Self-Determination: Assessments, Curricula, and Implications for Practice—Roger J. Stancliffe and Brian H. Abery 12. Adjusting Beliefs About Self-Determination—Dennis E. Mithaug 13. Research to Practice: Implications of the Functional Theory—Michael L. Wehmeyer 14. Other Self-Determination Theoretical and Intervention Frameworks—Michael L. WehMeyer SECTION VI: SELF-DETERMINATION ACROSS THE LIFE SPAN 15. Self-Determination Across the Life Span—Michael L. Wehmeyer and Roger J. Stancliffe Index About the Authors |