Deaf youth perspectives on self-determination and the Self-Determined Learning Model of Instruction (SDLMI)

Stronger self-determination skills lead to in-school and post-school success for individuals with disabilities, yet few studies examine youth perspectives of their self-determination abilities and opportunities. The current study examined deaf youth’s experiences with self-determination and perspectives on the Self-Determined Learning Model of Instruction (SDLMI). Fourteen deaf young people, ages 16–22, from across the U.S. completed in-depth interviews that were transcribed and qualitatively analyzed. Building on the extensive research on self-determination, including the SDLMI and Causal Agency Theory, data were coded using a deductive approach. The predetermined codes included support, barriers, and opportunities under each of the components of self-determination, as well as participant perceptions of the SDLMI. Findings suggest that Individualized Education Program meetings can be a barrier or opportunity for deaf students and support from family and deaf peers and adults is significant for deaf youth. Implications for future self-determination research and practice are discussed.