Only a limited amount of research focuses on building skills leading to enhanced self- determination for children with disabilities within the home environment (Abery & Stancliffe, 1996; Shogren & Turnbull, 2006), even though families play a critical role in developing the self-determination of their children (Abery & Zajac, 1996; Palmer et al., 2012). According to Shogren and Turnbull (2006), this lack of attention on developing the self-determination of children with disabilities at home, within families, “may detrimentally limit the field’s ability to support children, and families, in developing the capacity for, or for promoting, self- determination” (p. 341). Some research, however, does examine the family’s role in developing the foundations for greater self-determination of children with and without disabilities. Most of this research comes out of the human development field, specifically from self-determination theory (SDT; Deci & Ryan, 1987) research, a theory of motivation and socialization. Before reviewing how SDT conceptualizes the family’s role in developing their children’s self-determination, it is crucial to examine the concept of self-determination in the disability field and SDT. A full discussion of the issues pertaining to this examination exceeds the scope of this paper; this condensed description examines the conceptualization of self-determination in the disability field and the construct’s conceptualization in SDT for the purposes of potentially connecting research on parental autonomy support and the disability field.
Chiu, Caya and Haines, Shana
"Parent Autonomy Support for Children with Low Achievement and Disabilities,"
LC Journal of Special Education: Vol. 9, Article 2.
Available at: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol9/iss1/2