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The Journal of Special Education
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Self-Determination and Access to the General Education Curriculum

Suk-Hyang Lee

Ewha Womans University, deepjoy1{at}hanmail.net

Michael L. Wehmeyer

University of Kansas

Susan B. Palmer

University of Kansas

Jane H. Soukup

University of Kansas

Todd D. Little

University of Kansas

Addressing federal mandates regarding both the delivery of transition services and access to the general education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an instructional strategy to examine (a) the relationship between self-determination and access to the general education curriculum and (b) the impact of promoting self-determination as a curriculum augmentation on access to the general education curriculum for high school students with disabilities. The study implemented a randomized trial control group design in which classroom observations were conducted to determine student access to the general education curriculum before and after the implementation of an instructional model to enable students to self-regulate learning. Analyses were conducted using multilevel model methods. The findings indicated the potential positive impact of promoting self-determination on access to the general education curriculum for students with disabilities as well as the degree to which curriculum modifications and other supports are needed to further access and student progress.

Key Words: access to the general education curriculum • self-determination • curriculum modification • students with disabilities • student-directed learning

This version was published on August 1, 2008

The Journal of Special Education, Vol. 42, No. 2, 91-107 (2008)
DOI: 10.1177/0022466907312354
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This article has been cited by other articles:


Home page
 Intervention in School and ClinicHome page
S.-H. Lee, S. B. Palmer, and M. L. Wehmeyer
Goal Setting and Self-Monitoring for Students With Disabilities: Practical Tips and Ideas for Teachers
Intervention in School and Clinic, January 1, 2009; 44(3): 139 - 145.
[Abstract] [PDF]