Self-determination should be a central organizing concept in postsecondary programs for all students with disabilities, including those with learning disabilities. The importance of self-determination is supported by numerous studies, including one by Sarver (2000), who found a significant relationship between the grade point averages of students with learning disabilities and their levels of self-determination. Interviews with students about postsecondary environments demonstrate that specific environmental factors and personality markers are important to postsecondary success. Characteristics of environments that support self-determination are discussed within the context of postsecondary education settings. These characteristics include self-determined role models, self-determination skill instruction, opportunities for choice, positive communication patterns and relationships, and availability of supports. Universal Design for Instruction, a new paradigm for college students with learning disabilities, fosters self-determination by offering students productive opportunities for learning.
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