Self-determination represents one of the constructs mentioned most frequently when referring to the quality of life for persons suffering from a disability. In essence, this concerns the ability and the possibility of deciding about some significant aspects of one’s own existence. Persons with autism experience significant difficulties on this level, due to their cognitive deficits, which manifest themselves as deficiencies in terms of flexibility and the search for conditions of stability.
Despite these objective limitations, it is believed that it is essential to set self-determination objectives also in the case of individuals with autism, if inclusive goals are to be pursued which are referred to the real quality of life. After a review of the most significant studies in this field the article outlines the possible educational approaches which can be developed in various contexts, in order to promote the capacity of adopting self-determined conduct in the case of persons with autism.
