Students who feel greater self-determination – the attitudes and abilities to act as a causal agent and make independent choices – tend to do better as they transition to life outside of secondary school. In a recent study, SRI researchers found that multilingual learners with disabilities attributed fewer self-determination behaviors to themselves than their peers did. Focusing on building self-determination is one way that educators can promote the social skills and self-advocacy skills of students who are MLs with disabilities, which may lead to improved post-secondary opportunities for these students.


Our latest blog post shares more about the study findings: How empowered do multilingual students with disabilities feel to make their own choices

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