Theories Week 4

Special Ed Students: Self Determination and Empowerment

Self-determination theory states that autonomy, competency and relatedness are the factors necessary for intrinsic motivation. But does self determination always result in learning? Is there value in self-determination if the resulting motivation does not result in the highest level of Maslov's Hierarchy where morality, creativity and problem solving are taking place? For many special education students, self determination can look very different. I observed a fifth grade Cerebral Palsey student who labored for six moths to master an assisted technology that allowed him to use his eyes (the only part of his body in which he had any control) to activate a voice control apparatus to say a greeting to his classmates. Autonomy, competency and relativeness were all present yet the result would be viewed by many as minimal. As special educators, we create many opportunities for our students to exhibit self-determination, in varying degrees. But it many cases, it will not be enough to ensure successful learning in the typical sense. Self-determination, however, is still valuable and viable and necessary if we believe that our special needs students are capable of having meaningful, productive lives.

For the "can't dos" as opposed to the "won't do's", we must continue to have goals that are broader than just the specific objectives on their IEPs. Teaching a few simple words to the farm workers was enough for Friere to feel that he had empowered the oppressed. In the same way, each opportunity we give our students to realize autonomy, competency and relativeness is an opportunity for empowerment, not just from the inequities imposed by society, but from the limitations of their own disabilities. Social justice teaching includes guiding our students to be advocates for themselves. Just as Duncan-Andrade believed students come to the mix with a sense of agency regarding social justice and their own popular youth culture, special education students carry with them a powerful understanding of their own particular needs and goals. It should be our job as educators to be ever mindful that our students do indeed possess this understanding. As special educators, we need to always be seeking opportunities to help them articulate these ideas.