e empowered to exercise their civil rights, make decisions that affect their lives and advocate on their own behalf (Wehmeyer et al., 2004). Essentially, they should be given the opportunity to make decisions about various areas of their learning, take responsibility for their choices and be supported in the process (Harrison et al., 1997).
Just as importantly, support for the self-determination of disabled students can also be provided at the empirical level. By acquiring the ability to make choices and decisions for themselves, students with disabilities are enhancing their capacity to lead an independent lif
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