INSTITUTE CONTENT TOOLS
Section 4.1: Introduction to Self-Determination
INTRODUCTION TO SELF -DETERMINATION
Adapted from Jamie Pope and Michael Fagbemi presentation at Texas Deaf-Blind Symposium
What is Self-Determination?
The term “self-determination” can be described as the capacity of individuals to exercise the degree of control over their lives
that they desire in areas that they value and over which they wish to exert personal control. The amount of personal control
will vary as the young person gains more knowledge and develops more skills. It does not mean total independence and
autonomy. As people in a society, we are all interdependent and it is important to recognize what you need and where to gain
the information and resources to move forward toward a desired dream or goal. Self-Determination is a life long process!
It will be important for young people to reflect on the definition of self-determination and decide what it means to each of
them. It is ok to control some areas of their lives and not others. Below are other ideas of what self-determination means to
others. They provide a good starting point for discussions and framing what it means personally.
The determination of one’s own fate or course of action without compulsion; free will.” - American Heritage
Dictionary (1992)
The degree of control the individual possesses or the ability a person has to advocate for oneself. - Professionals in
the disability field
You are able to make your own decisions and are able to do things on your own without others making decisions for
you. - Consumer Self Advocates
Power, choice, and, most important, the right to chase our dreams…the chance to direct our lives the way we want
to, not the way others expect us to…” – Irving Martin, Self Advocate, Minnesota
The attitudes, abilities, and knowledge to set goals for oneself and effectively work towards the achievement of those
goals.
- Michael Ward, Director of Transition Services
Self-determination is believing in yourself, making your own decisions, and being responsible for them. - High School
Student, Minnesota
What are some advantages of Self-Determination?
In order for young people to see the value of self-determination, they need to see why it is important and how it can lead to
better outcomes as they journey through the transition process. Open a discussion on their views and tie a link to what they are
learning in school, what will be covered during the transition institute and how they will use the information in their daily lives.
Some sample advantages include:
INSTITUTE CONTENT TOOLS
Section 4.1: Introduction to Self-Determination
Improved learning
Enhanced community participation
Increased personal responsibility
Higher self-awareness and self-esteem
What are some disadvantages of Learned Helplessness?
Prevents equality and being seen as young adult
Promotes feelings of needing to be protected and taken care of
Reinforces powerlessness and passiveness
Reinforces “acting the victim” and using disability as an excuse
Others do for youth who are deaf-blind what they are capable of doing themselves
Left out of communications, discussions and decisions about their lives
Pushes family and supporters toward “burn-out”
What are the factors involved?
In order for young people to exercise self-determination, they will need to explore several factors that will lead toward their
ability to exert more control over their futures. The purpose is to provide a beginning dialog and thought process so that the
young people can begin to make personal assessments of where they are and what they need to learn. Each of these areas will
require practice and supports from a variety of persons and resources. This should serve as an outline or guide:
Skills
Knowledge
Attitudes & Beliefs
Environmental Barriers
Resources
INSTITUTE CONTENT TOOLS
Section 4.1: Introduction to Self-Determination
Skills
Skills are abilities that can be learned through training and practice and the development of strategies. A skill allows you to “do”
something or perform a task. Young people should be encouraged to use these skills in opportunities that are within their
comfort level for minor things during their daily lives. It can be as simple as learning to do their own laundry or make their own
doctor’s appointment or setting up transportation to go to a friend’s house or deciding which elective to take in school.
Discussion can include the following topics:
Independent living
Communication
Mobility
Self-Advocacy
Problem-solving
Decision-making
Knowledge
No one person has all of the answers. It will be important to help the young people to recognize what they do not know and
where they can gain information and support. It will be important to help the young people identify key people in their lives
who they can turn to for information and advice at home, at school and in the community. Guide them to good online tools.
Connect them to mentors and role models so they can ask questions and begin to understand the type of information they will
need to know. Some beginning target areas include:
Resources & the System related to Transition
The general environment
Self (self-awareness)
Rights & Responsibilities
Attitudes & Beliefs
Help to build “can-do” attitudes. Be careful not to overwhelm the young adult so that they become fearful of the future.
Provide opportunities to develop and practice positive attitudes. During the transition institute, build in activities to help young
people to share their gifts and talents. Ask their opinions and provide opportunities for them to provide feedback to each other.
Model this behavior and encourage them to see how they can continue some of the following:
INSTITUTE CONTENT TOOLS
Section 4.1: Introduction to Self-Determination
Positive outlook on life
Self-confidence / self-advocacy
Sense of determination
Internal control
High self-esteem
Flexibility
Environmental Barriers
Transition is a process and it is not without challenges. Encourage young people to talk about some of the negative things
people have said or situations they have experienced. Acknowledge that some things they will have more control over than
other things. Discuss how others have dealt with similar situations and discuss alternative strategies. Role play activities are
helpful in seeing a wrong and right way of dealing with certain situations. Presentations by Role Models and Mentors can
provide valuable ideas on their personal experiences and how they deal with situations. Some possible areas to address include:
Communication
Mobility
Attitudes
Cultural differences
Accommodations / access
Resources
It is important to provide suggestions of where to look for more information, who can be support people and which agencies
provide services to assist in the transition process. This list is a jumping off point and each young adult should think about who
they have in their home schools and communities. As young people develop their action plans, help them to include some of
these resources for follow-up.
Educators
State Deaf-Blind Project
Role Models and Mentors
INSTITUTE CONTENT TOOLS
Section 4.1: Introduction to Self-Determination
American Association of Deaf-Blind (AADB), state Deaf-Blind consumer groups
Service Providers
Vocational Rehabilitation, Center for Independent Living, Orientation & Mobility
Support Service Providers (SSPs)
Interpreter Referral Agencies
Transportation Services
Helen Keller National Center Regional Representative
Assistive Technology