Gloria Campbell-Whatley, University of North Carolina at Charlotte

This article focuses on teaching students specifically disability related self-determination skills rather than activities that can be used with non-specified populations. In this design, lesson plans are used and suggested as a systematic means of instruction for students with deficits in learning (i.e., learning disabilities, mild mental impairments) as best practice. Lesson content includes teaching students the specifics of their disability characteristics, exploring strengths and weaknesses, and self-advocacy techniques.

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