A study of disability service providers in higher education: Perceptions of programs and services that support the development of self-determination

Self-determination is a combination of skills, knowledge and beliefs that enable a person to engage in goal directed, self-regulated and autonomous behavior (Field, Martin, Miller, Ward and Wehmeyer, 1998). Students with disabilities who demonstrate self-determined behaviors are more successful at securing educational services and accommodations that they require than peers who possess fewer skills in these areas (Brinckerhoff, 1994). Coordinators of the Office for Students with Disabilities at eight private colleges or universities in the Northeast with total undergraduate student populations of less than 5000, participated in this qualitative study. Using a survey questionnaire designed by the researcher and interview questions that addressed each area of the conceptual framework adapted from Wehmeyer's Component Elements of Self-Determined Behavior, data about programs and services that support the development of self-determination in the areas of self-regulation, self-advocacy and self-knowledge or awareness skills was collected.; The perceptions of disability service providers were similar at eight sites for the following self-determination behaviors: time management, study skills, self-organization, self-identification, goal setting, academic performance, autonomous choice-decision making, and self-evaluation. Other findings identified that programs and services should do more to address student psychological adjustment and transition, implementation of assistive technology, career planning and staff development in higher education settings.; The findings of this study are of relevance to administrators in higher education institutions, Coordinators of Disability Support Services, college faculty and staff, as well as students with disabilities. The future challenge of colleges and universities is to expand and/or improve upon existing programs and services to students with disabilities by supporting best practices that will appropriately address the findings of this investigation.