How to promote self-determination for children with disabilities? An exploratory review of models and strategies for early childhood settings

Starting from a preliminary analysis of the construct of self-determination-SD and its relevance in early childhood-ECEC concerningchildren with disabilities-CwD, this paper presents a comparative analysis of the main models and strategies for promoting it. SD isthe person's ability to act as a causal agent in his/her life (Wehmeyer1992). This construct is central in disability research and it hasbeen identified as a crucial outcome in promoting high quality of life (Lachapelle2005), especially in the transition to adulthood.However, the opportunities to learn SD skills should be ensured from ECEC (Erwin2009). Even though SD is not explored in ECEC(Doll1996) and CwD cannot be fully self-determined early in life (Palmer2010), key developmental milestones in ECEC are strictlyconnected with some behavioral characteristics to become causal agents in their lives, such as self-regulation, expressing/makingchoices or solving problems (Palmer2013). Educators, teachers and parents should enhance and foster the development/acquisitionof these skills/competences considered as the SD precursors by providing active, meaningful and highly personalized opportunitiesfor interaction (Erwin&Brown2003). Adopting an ecosystem paradigm, the study used a narrative review to investigate models fordeveloping AD in ECEC, and a comparative analysis of the strategies employed. The review adopt the ethical decision making guiding principles proposed by Suri2014 Five models and related strategies were identified and presented in detail. Main findings: 1. needfor professionals/parents to be aware/trained in SD and related ECEC models/strategies; 2. importance of coordinated design andinterventions across early childhood settings. The research presented provides recommendations for ECEC/family context.