Self-Determination Skills and Employability among Students with Disabilities

Abstract

Self determination has been identified as a critical predictor of successful transition to adulthood for students with disabilities, yet its specific relationship with employability remains under examined in many educational and labour market contexts. This narrative review synthesises conceptual and empirical literature on self determination skills and employment related outcomes among students with disabilities, focusing on how core components of self determination autonomy and choice making, goal setting and planning, decision making and problem solving, self advocacy and self management, and self awareness and self regulation map onto contemporary notions of employability. The review highlights evidence that higher self determination is associated with more positive post school outcomes, including increased likelihood of paid employment, enhanced job quality, and greater independence, and that participation in self determination focused interventions can strengthen soft skills, work behaviours and career development competencies required in the labour market. It also examines moderating and contextual factors such as family expectations, instructional practices, work based learning opportunities, employer attitudes and disability inclusive policies that influence whether self determined students can translate their skills into real employment opportunities. Finally, the review outlines future directions for research, practice and policy, emphasising the need for longitudinal and context sensitive studies, integrated curricula, employer engagement and culturally responsive assessment. Overall, the article argues that systematically promoting self determination within inclusive education and transition systems offers a promising pathway to enhancing employability and narrowing persistent employment gaps for students with disabilities.