SELF-DETERMINATION DURING ADOLESCENCE - A DEVELOPMENTAL PERSPECTIVE

ADOLESCENCE, THE TUMULTUOUS PERIOD FROM DEPENDENT CHILDHOOD TO INDEPEN DENT OR INTERDEPENDENT ADULTHOOD, IS A CRITICAL TlME FOR THE DEVELOPME NT AND EXPRESSION OF SELF-DETERMINATION. AN INSTRUCTIONAL EMPHASIS AND SUPPORT SYSTEM FOR SELF-DETERMINATION IS PARTICULARLY IMPORTANT FOR Y OUTH WITH DISABILITIES. ADOLESCENT DEVELOPMENT, EMBRACING IDENTITY EXP LORATION AND LEARNED INDEPENDENCE IN YOUTH, LEADS TO SELF-AWARENESS, O NE OF THE BUILDING BLOCKS FOR SELF-DETERMINATION. SUCCESSFUL TRANSITIO N TO ADULTHOOD, FOSTERED BY ONE'S ABILITY TO SET AND REACH GOALS THROU GH DECISION MAKING, IS A NECESSARY OUTCOME OF SELF-DETERMINATION. STUD ENTS' PARTICIPATION IN THEIR EDUCATIONAL PLANS PROVIDES AN IMPORTANT V EHICLE FOR THE DEVELOPMENT AND EXPRESSION OF SELF-DETERMINATION IN STU DENTS WITH AND WITHOUT DISABILITIES. A MODEL FOR SELF-DETERMINATION IS PRESENTED THAT INCORPORATES COMPONENTS OF THE SKILLS AND KNOWLEDGE NE CESSARY FOR ADOLESCENTS TO REALIZE THEIR IDENTITIES. INTERVENTIONS AIM ED AT PROMOTING SELF-DETERMINATION IN YOUTH, INCLUDING CURRICULAR INTE RVENTIONS, INSTRUCTIONAL STRATEGIES, AND DELIVERY SETTINGS, ARE DISCUS SED.