SELF-DETERMINATION AND YOUNG-CHILDREN

The development of self-determination in individuals with severe disab ilities is recognized as a critical goal for special education. Althou gh increasing attention is being paid to this subject, efforts to date have focused largely on adolescents and young adults. It is highly un likely that the characteristics associated with self-determination sud denly emerge in adolescence. This article calls attention to the need to look at the early roots of self-determination from a developmental point of view and examines the relationship of selected practices in e arly childhood special education to skills associated with self-determ ination. Curriculum and instructional approaches that appear to suppor t the foundations of self-determination are discussed.