Literature Review: Importance of Self-Determination Skills

The following literature review is of Craig Fiedler’s article titled “Self-Advocacy Instruction: Bridging the Research-to-Practice Gap.  It was published in 2007 in Focus on Exceptional Children magazine.

This article focuses on the fundamental psychological need that is based on a person’s free choice.  The author writes that teaching Self-Advocacy skills is a fundamental skill that all people need to have to feel fulfilled and in control on their own life, however many students who are receiving intervention classes develop passive attitudes towards their behavior because their environment has been structured for them (Fiedler, 2007, p.1).

Fiedler explains that students should be encouraged to discover and understand their own interests, preferences, and goals before they learn how to advocate for them.  Then, they should receive instruction on communication.  Communication can include being assertive, persuasive, negotiating and listening (Fiedler, 2007, p. 3) 

The author supports his claim by referencing a study that followed up with students with disabilities after graduation.  Students who received self-determination instruction were better able to succeed in the workplace by showing more flexibility and problem solving with their supervisors to meet their needs in a new environment (Fiedler, 2007, p. 5).

Implications to my study:

The results of my study indicate that self-advocacy student ratings grew more than academic behaviors and growth mindset scores after the intervention interval.  I wanted to learn more about self-determination to see if I could find any insight as to why the students rated their self-advocacy skills so much higher than before the intervention period.  This article helps to explain that self-determination is a fundamental human need.  Therefore if students were feeling as though they did not have any advocacy skills, then even a little bit of practicing may have made a huge difference.  Also, some of the intervention strategies I used involved communication with parents and teachers about their interests and progress.  Fiedler supports that learning about communication and practicing these skills have a direct impact on a student’s self-determination skills.  

Fiedler, C. R., & Danneker, J. E. (2007). Self-Advocacy Instruction: Bridging the Research-to-Practice Gap. Focus On Exceptional Children, 39(8), 1.