Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.

目标制定和实现是残障人士的关键技能，因为他们计划在诸如就业，中学后教育和社区生活等领域的学校生活。本文提供了对3岁以上智障过渡期学生设定的目标类型的分析，并在教师的支持下使用循证实践来促进自决，即自学式教学模式（SDLMI）。在全州范围内，教师实施了SDLMI，以加强高中毕业后智障学生向综合就业的过渡。调查结果反映了学生在成人世界中计划生活的各个方面的愿望，以及检查教师期望的重要性，以及它们与指导和支持学生参与目标设定过程的联系的重要性。讨论了研究和实践的局限性和含义。