Teaching self-determination to youth with disabilities: The ASPIRE model

BACKGROUND: As one of the PROMISE projects, ASPIRE sought to enhance education and career outcomes to reduce long-term reliance on SSI. Self-determination training was offered to transition-age youth with disabilities receiving SSI as an evidence-based intervention to improve employment and post-secondary outcomes. OBJECTIVE: To investigate the implementation of self-determination training for transition-age youth with disabilities, and provide lessons learned to inform future programs. METHODS: Researchers used grounded theory and qualitative methods to obtain data on challenges encountered and successful strategies for delivering self-determination training to youth with disabilities. Informants were case managers and trainers in a six-state demonstration. RESULTS: Challenges encountered included low attendance and adapting training for groups with a range of disabilities. Successful strategies included scheduling other events in conjunction with the self-determination workshops and adapting the curriculum to be more interactive and relevant to the interests of teens. Youth outcomes were enhanced by increasing self-awareness and skills for disability disclosure. CONCLUSION: Considering the wide variety of training content and delivery formats, self-determination training can prepare youth with disabilities for post-secondary education and employment.