Perspectives on Self-Determination Across the Curriculum Report of a Preservice Special Education Teacher Preparation Program

The collaborative campus-school district special education teacher preparation model at Arizona State University-West integrated the self-determination literature with the student-led Individualized Education Program (IEP) process and competency-based teacher education. Pre-post definitions of self-determination, evaluation of program impact in terms of self-reported ratings of confidence and competence related to Council for Exceptional Children core competencies for beginning special educators, and representative case studies of preservice teachers ’ data-based instruction programs linking self-determination, IEP goals, and state standards for students with disabilities are reported in this article. BASED ON THE OUTCOMES OF MODEL DEMONSTRA-ASE tion projects that studied how to promote self-determination for youth with disabilities, there is now a literature base to support self-determination as a viable educational outcom