If youth with disabilities are to be adequately prepared to maximize opportunities for self-determination in adulthood, they need to be equipped with the knowledge, beliefs, and skills that lead to self-determination in their educational programs. This article identifies quality indicators of educational programs that promote self-determination. The quality indicators are holistic in nature and address the self-determination of all members of the school community. Guidelines for using the quality indicators for program improvement are provided.
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Field et al. (2002) studied this question.