Promoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning (original) (raw)
Related papers
Remedial and Special Education, 2010
This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the Arc’s Self-Determination Scale and the student version of the AIR Self-Determination Scale. The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of students’ self-determination than personal predictor variables. In particular, self-efficacy and outcome expectancy scores, student-directed transition planning instruction, and students’ preintervention transition planning knowledge were predictive of higher self-determination scores among students.
Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
Outcomes of individuals with intellectual disabilities are still very low, this is due to the lack of ability of self-determination of individuals with intellectual disabilities. While the learning practice of effective self-determination is still very limited. This study aims to identify an effective learning model of self-determination for individuals with intellectual disability. The results of this study can help practitioners to provide effective learning practices of selfdetermination for individuals with intellectual disabilities and can improve the outcomes of individual intellectual disability. There are six articles regarding the intervention of learning self-determination of individuals with intellectual disability that fit the criteria. Based on the analysis of qualitative descriptive data, found that a) there are several models suggested for practitioners / educators to use depending on the area and aspects of the elements of self-determination that want to be developed, b) Self-determination skills can be applied in all aspects of life, and can be given early. The implication for practitioners is that they can use effective learning models of self-determination in accordance with the areas and elements of self-determination behavior that are to be achieved for individuals with intellectual disability.
Remedial and special education : RASE, 2012
Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students' academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability.
Exceptional Children, 2007
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disahilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined using structural eejuation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, hut not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students' self-reported level of self-determination, hut the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice. SELF-DETERMIN AT 1 O N paucity of knowledge about individual and eco-RESEARCH logical factors that contribute to or predict self-D espite 15 years of attention di-determination. Progress has been made in rected toward the importance developing empirically validated theoretical modof self-determination in the els of self-determination that can serve as foundaeducation of students with tions for educational practices {Wehmeyet, Abery,
The 1990 IDEA reauthorization introduced transition mandates that included a 'student involvement in transition planning' requirement, and creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and promote more positive transition-related outcomes. This study used a randomized-trial placebo control group design to study the impact of one widely used program to promote student involvement, the Self-Directed IEP, on the self-determination and transition empowerment of youth with disabilities. The study used The Arc's Self-Determination Scale and Transition Empowerment Scale as dependent variables, and the study involved 338 adolescents with disabilities. A repeated measures MANCOVA was conducted to determine the differences between an intervention group and the placebo control group. Results showed that instruction using the Self-Directed IEP was significant on students' level of self-determination and positive differences were found in transition knowledge when compared with a placebo-control group.
2020
Individuals with mild disabilities are graduating high school and struggling to succeed in higher education and the workplace. An examination of how educators prepare students to develop the necessary skills for successful postsecondary outcomes was warranted in a western state to improve the success rate for individuals with mild disabilities. The framework for this project study was Wehmeyer and Schwartz' theoretical framework for promoting enhanced self-determination as a means of achieving positive postsecondary outcomes. The research question guiding the study focused on how educators in a school district helped students with mild disabilities develop self-determination skills. The research design was a qualitative case study. Twelve high school teachers, a transition specialist, and a job developer were invited to participate in this study, utilizing semistructured interviews as one avenue to collect data for this study. Interview data were recorded, transcribed, coded and analyzed to develop common themes.
Self-determination for students with learning disabilities: is it a universal value
Qualitative Studies in Education, 2002
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning.
Universal Journal of Educational Research, 2017
The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n = 106) and students with disabilities in these classes (n = 106). Two measures, the Teaching Self-determination Scale (TSDS) and the Basic Learning Competency Assessment (BLCA), were used to collect data. The Pearson correlation, bivariate linear regression and stepwise multiple regression analyses were used to assess the correlation and predictive relationship between the TSDS and BLCA. Findings showed a positive correlation between self-determination instruction given by special education teachers and the academic performance of students with disabilities. Educators' self-determination instruction was found to be able to explain 26% of the total variance of students' academic performance. Furthermore, teaching psychological empowerment and autonomy skills appeared to be able to best predict the academic performance of students with disabilities. The two variables were found to be able to explain 21.9% of the total variance of the students' academic test results. Suggestions and implications are provided.