In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this…

This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

Given the emphasis on promoting self-determination in the field of special education and the corresponding use of scales to measure self-determination in research and practice, it is important to examine whether widely used self-determination assessments measure the same constructs among and between students from different disability categories.…

This paper introduces Causal Agency Theory, an extension of the functional model of self-determination. Causal Agency Theory addresses the need for interventions and assessments pertaining to selfdetermination for all students and incorporates the significant advances in understanding of disability and in the field of positive psychology since the…