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ERIC Number: ED481859
Record Type: Non-Journal
Publication Date: 2003-Aug
Pages: 4
Abstractor: N/A
Reference Count: N/A
Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination. ERIC Digest.
Hoffman, Alan
This brief paper reviews the literature and provides guidelines on how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions. Self-determination is linked to making good choices through five steps: know yourself; value yourself; plan; act; and experience outcomes and learn. Specific barriers faced by students with learning disabilities in learning to make effective choices and decisions include not acknowledging the disability; lack of self-understanding; learned helplessness and self-deprecating attributions; inappropriate or ineffective socialization skills; and difficulty in executive functioning skills. Discussion of curriculum suggests infusing instruction in making effective choices and decisions into school counseling programs, regular and special academic classes, career preparation classes, and extra-curricular activities. Nine factors that support self-determination instruction are listed such as partnerships among students, parents, and professionals in decision-making; opportunities for making choices; encouragement in taking appropriate risks; supportive relationships; accommodations and supports for unique student learning needs; and predictable consequences for actions. Other suggestions include teaching students to use a mnemonic device to remember choice and decision-making steps and using specific instructional programs to teach component skills of choice and decision making through self-determination. (Contains 10 references.) (DB)
ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free). For full text:
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.