ChoiceMaker: Transitioning Self-Determined Youth

Abstract

Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.