Self-Determination for Persons With Disabilities: A Position Statement of the Division on Career Development and Transition Sharon Field, Wayne State University, James Martin, University of Colorado at Colorado Springs, Robert Miller, Mankato State University, Michael Ward, Oregon Health Sciences University, & Michael Wehmeyer, The Arc, Arlington, Texas For over 75 years the Council for Exceptional Children (CEC) has had a rich history in advocating for better educational services for children and youth with disabilities, and those who are gifted and talented. The century began with the members of CEC fighting for education for students with disabilities to replace what was considered benign neglect in some places and deplorable conditions in many others. CEC, whose membership is composed primarily of teachers, administrators, support staff, parents and advocates concerned about the quality of education for students with disabilities, helped draft the landmark Education of All Handicapped Children Act of 1973. This legislation took special education out of the realm of goodwill and made it the right of all children and youth with disabilities. The Division on Career Development and Transition (DCDT) was established in 1978 to give a voice to those special education professionals who were becoming increasingly concerned about the limited post-secondary outcomes faced by most youth with disabilities upon leaving school. DCDT has affirmed this concern through previous position statements on issues such as career development for children and youth with disabilities (Clark, Carlson, Fisher, Cook, & D=Alonzo, 1991), life skills instruction for youth with disabilities (Clark, Field, Patton, Brolin, & Sitlington, 1994), the transition of youth with disabilities to adult