An Historical Perspective of Self-Determination in Special Education: Accomplishments and Challenges

Self-determination for people with severe disabilities first appears in the 1972 writing of Benget Nirje, where he came to the realization that they could and should have a role in their own choices (Shapiro, 1993). Nirje's writings called for a wide range of actions that would enable them to better control their lives and destinies, including choice and control over personal activities, education, independence, participation in decisions, and information upon which to make decisions and solve problems (Agran & Wehmeyer, 2003). Nirje equated self-determination with the respect and dignity to which all people are entitled. He identified making choices, asserting oneself, self-management, selfknowledge, decision making, self-advocacy, selfefficacy, self-regulation, autonomy, and independence (although often not using those terms) as the salient features of personal self-determination (Agran & Wehmeyer, 2003; Nirje, 1972).