Self-determination theory, research, and practice in the U.S.: promoting personal growth in a standardized culture

For students with disabilities in the United States, self-determination theory and practice have guided efforts to promote autonomy within the framework of protecting a person’s civil rights. Initial self-determination efforts for students with disabilities focused on altering the way educators, parents, and other caregiving adults supported their freedom to make choices while learning how to live more independent lives. U.S. schools, colleges, and universities have since drawn on self-determination research to strengthen students’ ability to self-advocate for accommodations and services to achieve equal access. Over time, the application of self-determination has evolved to support students’ ability to make personalized decisions about how to live meaningful, healthy lives in educational settings and in a society that often emphasizes competition, test scores, and narrow definitions of “success.” This chapter will describe leading theories of self-determination and discuss how their application in educational settings has evolved in the U.S. over the past 50 years.