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Hammill Institute on Disabilities






The purpose of this paper is to illustrate the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals’ feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of connections with an actual case study of one student within an urban high school.


Author Posting. © Hammill Institute on Disabilities 2014. This is the author's version of the work. It is posted here by permission of the Hammill Institute on Disabilities for personal use, not for redistribution.The definitive version was published in Hammill Institute on Disabilities, Volume 50, Issue 4, 2015.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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