Abstract

Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills are critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed.

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