Technologies for Voice: Video and Multimedia Communication Supports for Self-Determination

Main Article Content

James R. Skouge
Mary L. Kelly


self-determination, technology, multi-media, video


Video and multimedia technologies that support the self-determination of persons with disabilities are explored in a series of three stories.  Young adults with disabilities clarify their values, visualize their futures, and speak for themselves, utilizing readily accessible consumer technologies.  Professionals and critical friends are challenged to re-tool their technology skills to keep up with people with disabilities who are making decisions that impact their own lives.

Abstract 156 | PDF Downloads 48 Word Downloads 18 Text Downloads 59


Agran, M., & Hughes, C. (2008). Asking student input: Students’ opinions regarding their individualized education program involvement. Career Development for Exceptional Individuals, 31(2), 69-76.

Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219-277.

Ayers, K. M., & Langone, J. (2008). Video supports for teaching students with developmental disabilities and Autism: Twenty-five years of research and development. Journal of Special Education Technology, 23(3), 1-8.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.

Bellini, S., & McConnell, L. L. (2010). Strength-based education programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure, 54, 220-227.

Delano, M. E. (2007). Video modeling interventions for individuals with Autism. Remedial and Special Education, 28(1), 33-42.

Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventative Psychology, 8, 23-39.

Dowrick, P. W., & Skouge, J. (2001). Creating futures: Potential of video empowerment in post-secondary education. Disability Studies Quarterly, 21(1), 49-64.

Held, M. S., Thoma, C. A., & Thomas, K. (2004). The John Jones Show: How one teacher facilitated self-determined transition planning for a young man with autism. Focus on Autism and Other Developmental Disabilities, 19(3), 177-188.

Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self-modeling intervention in school-based settings: A review. Remedial and Special Education, 24(1), 36-45.

Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71, 23-41.

Kelly, M. L. (2008). The use of multimedia technology to enhance self-determination skills & encourage student leadership in educational goal planning for post-secondary students with Asperger Syndrome (Doctoral dissertation). Available from ProQuest Dissertation and Thesis Database (ID No. 1500078991).

Kelly, M. L., Skouge, J., & Thomas, K. (2005). Utilizing multimedia tools to increase youth voice in special education planning meetings. Proceedings of the CSUN Technology and Persons with Disabilities International Conference, Los Angeles, CA.

Lancaster, P. E., Schumaker, J. B., & Deshler, D. D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277-302.

Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441- 451.

McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children.

Meadan, H., Shelden, D. L., Apple, K., DeGrazia, R. L. (2010). Developing a long-term vision: A road map for students’ futures. Teaching Exceptional Children, 43(2), 8-14.

Mechling, L. C. (2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20(2), 25-36.

NCLB (No Child Left Behind). (2001). Enhancing Education through Technology (Pub. L. No. 107–110 115 Stat. 1425 – Part D). Retrieved from the U.S. Dept. of Education website:
PCAST (President’s Council of Advisors on Science and Technology). (1997). Report to the President on the use of technology to strengthen K-12 education in the United States. Retrieved from

PCAST (2011). Report to the President: Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future. Retrieved from:

Rose, D. H., & Meyer, A. (2005). The future is in the margins: The role of technology and disability in education reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The Universally Designed Classroom: Accessible Curriculum and Digital Technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.

Skouge, J. R., Kelly, M. L., Roberts, K. D., Leake, D. W., Stodden, R. A. (2007). Technologies for self-determination for youth with developmental disabilities. Education and Training in Developmental Disabilities, 42, 475-482.

Test, D. W., Fowler, C. H., Brewer, D. M., & Wood, W. M. (2005). A content and methodological review of self-advocacy intervention studies. Exceptional Children, 72, 101-125.

Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Shogren, K. A., Davies, D. K., Stock, S. (2011). Technology and self-determination in transition planning: The impact of technology use in transition planning on student self-determination. Journal of Special Education Technology, 26(1), 13-24.