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

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ID: 333316
2026
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Abstract
Abstract 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.
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openalex_W7223157816 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Kaitlyn Millen, Sarah Vogt, Carrie Lou Bloom, Karrie A. Shogren, Lauren Puglia Bruno, Richard Chapman
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Journal the journal of deaf studies and deaf education
Year 2026
DOI
10.1093/jdsade/enag074
URL
https://doi.org/10.1093/jdsade/enag074
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