Remedial and Special Education

Promoting students ’ self-determination has been identified as best practice in special education and transition services (Test et al., 2009). Research has established that students with a wide range of disabilities can be taught the skills asso-ciated with self-determination (Algozzine, Browder, Karvonen, Test, & Wood, 2001). Enhanced self-determination has been linked with positive transition outcomes, including higher levels of employment and independent living (Wehmeyer