Self-determination skills allow individuals to become contributors to society and their own lives, without these skills individuals with cognitive disabilities are left few options other than to rely on family, friends, and social service agencies to meet the most basic of needs. Effective curricular programming including functional academic, functional living, vocational skills, and community learning is required to ensure individuals with disabilities are afforded their rights. This study examined three semi-independent individuals with cognitive disability who were instructed using such curricular planning as well as the teacher who developed this learning model. This study found that a balanced-curriculum approach where each student is assessed regarding their abilities, deficits, family and social supports is most effective in building an adult with effective self-determination skills. The IMPACT Program approaches each student as an individual then builds that individual to the highest level he or she can achieve. Building self-determination skills allows students to become contributing members of the decision-making team in their own life as opposed to serving the role of observer. This study also revealed that a key factor in the lives of individuals with intellectual disabilities is the formation of social identities. Opportunities to utilize the developed identity in society must be provided which will allow for success of the individual but also provide a positive image of an individual with a cognitive disability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]