FOSTERING SELF-DETERMINATION IS A DEVELOPMENTAL TASK

The field of special education recognizes the need to foster self-dete rmination among students with disabilities; here we argue that support for self-determination must begin long before students leave schools to assume adult responsibilities of work, independent living, and comm unity participation. We begin by describing developmental investigatio ns of metacognition, self-perception, social problem solving, and auto nomous decision making. Because development occurs within the context of interpersonal relationships, we discuss critical attributes of the social environment that must be considered if efforts to support self- determination are to be successful. Our examination of the development al underpinnings of self-determination leads us to conclude that atten tion must shift to (a) supporting basic research on the emergence of s elf-determined behaviors in young children; (b) promoting policies tha t draw attention to elementary and middle school contributions to self -sufficiency; and (c) ameliorating aspects of the curricular instructi onal, and service delivery systems that foster dependence, while expan ding students' opportunities to exercise choice and engage in self-enh ancing independence.