Webinar Series: Promoting Self-Determination with Technology

The Meaning and Importance of Self-Determination

Self-determination is the ability of individuals to make choices, set goals, and take actions that influence their own lives (Shogren & Raley, 2023). For students with disabilities, self-determination is a vital factor directly linked to academic success, post-school transition outcomes, and quality of life, including participation in higher education, integrated employment, and active community involvement. According to Shogren and Raley (2023), self-determination is not merely a personal skill but a process that emerges within systems and environments that enable students to act as causal agents of their own lives.

Advancements in artificial intelligence (AI) and digital technology have opened up new possibilities, including support for self-determination. AI and digital technology have the potential to personalize learning, provide real-time feedback, and streamline administrative tasks, making educational environments more adaptive and efficient (CIDDL, 2024). For students with disabilities, digital technology can provide tailored supports and facilitate collaboration among teachers, families, and specialists, further enhancing students’ self-determination skills.

This webinar highlights how technology can support the development of students' self-determination. We invited Dr. Karrie Shogren, who conducts various studies related to self-determination, and discussed how the Goal Setting Challenge (GSC) app was developed and how it can help students practically.

Download the webinar supplement, a one-page document that includes links to each video, article citations, and additional resources provided by the author (e.g., links to slides, social media, and references).

[embedyt] https://www.youtube.com/watch?v=IhrrLwhOx1g[/embedyt]

The Development of the GSC App

Dr. Karrie Shogren and the Kansas University Center on Developmental Disabilities (KUCD) team developed the Goal Setting Challenge (GSC) app to help students practice and develop their self-determination skills in a structured and engaging way. The app digitizes the evidence-based Self-Determined Learning Model of Instruction (SDLMI), enabling students to take the lead in setting goals, creating action plans, and reflecting on their progress.

According to Mazzotti and colleagues (2022), the GSC app was built through an iterative development process. Initially, the team gathered input from students and teachers to identify desired features, user experience preferences, and engagement strategies. This feedback shaped the app’s design, activities, and feedback mechanisms. The development process also included usability and feasibility testing, focusing on how teachers could effectively integrate the app into classroom instruction and how student data could be collected securely (Shogren et al., 2025).

Finally, a small-scale trial demonstrated that the app could be successfully implemented in classrooms and significantly improved students’ goal attainment skills, validating its effectiveness as a self-determination support tool (Shogren et al., 2024).

Structure and Key Features of the GSC App

The GSC app includes 14 lessons, each lasting 15–30 minutes, designed to guide students through three key SDLMI phases:

Phase 1: Set a Goal – Students identify meaningful long-term and short-term goals.
Phase 2: Develop a Plan – Students develop detailed action plans, anticipate potential challenges, and create strategies to overcome them.
Phase 3: Self-Evaluate – Students reflect on their progress, analyze successes and obstacles, and either set new goals or adjust existing ones.

The app uses relatable characters and real-life examples co-designed with students to increase engagement. A teacher dashboard allows educators to monitor student progress in real-time and provide targeted, data-driven feedback. Additionally, reports generated within the app can be printed and used during Individualized Education Program (IEP) meetings or transition planning sessions.

The cyclical design encourages students to repeatedly experience the goal-setting and achievement process, promoting continuous growth in self-determination over time.

Impact and Field Feedback

Teachers and students have reported highly positive experiences with the GSC app (Shogren et al., 2024). Educators noted that it helps make the goal-setting process concrete and visible, making it easier for students to understand and engage with their own learning journey. One notable success story involved a student who used the app to set a goal of finding employment, followed the step-by-step process, and successfully secured a job.

Students praised the app for being interactive and engaging, with comments such as, “It wasn’t boring and took me step-by-step through the process.” Teachers found the app age-appropriate and user-friendly, and appreciated its ability to integrate seamlessly into existing classroom routines. The app also addressed a common barrier in traditional SDLMI delivery—teachers’ limited preparation time—by providing ready-to-use digital lessons and tracking tools. This not only reduced teacher workload but also fostered collaborative communication between students, teachers, and families.

Check out this supplement for more information.

Conclusion

The GSC app represents a powerful fusion of evidence-based self-determination practices and modern technology. By combining SDLMI with a digital platform, it empowers students to take ownership of their goals and learning while providing educators with actionable data to guide instruction and support. As AI and technology continue to expand their role in education, they should be viewed not just as supplementary tools but as catalysts for autonomy and agency. Through innovative solutions like the GSC app, students with disabilities can acquire the skills and confidence to design and pursue their own futures, thereby realizing the full potential of self-determination.

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