© Division on Developmental Disabilities Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination (original) (raw)
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Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities
The Journal of Special Education, 2013
This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1 and 2 years post-high school. Findings suggest that self-determination status upon exiting high school predicts positive outcomes in the domains of achieving employment and community access 1 year post-school, and that exposure to self-determination interventions in secondary school may lead to more stability in student outcomes over time. The complexity of the relationship between self-determination intervention and outcomes is discussed, as are recommendations for future research and practice.
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,
Career Development for Exceptional Individuals, 1998
The concept of self-determination has become important in the field of special education and disability services over recent years. This emphasis has come about as a result of several factors, including a changing view of disability, legislation, research findings and advances in teaching technology. Self-determination is highly important to the career development and transition process and it needs to be encouraged throughout the lifespan. It is important for all students, with and without disabilities, including those students with the most severe disabilities. Self-determination instruction can be provided within an inclusive framework and is important for educators as well as students. Family participation is important to the development of self-determination. The Division on Career Development and Transition of the Council for Exceptional Children supports and affirms approaches rooted in self-determination for development and delivery of effective educational programs.
Journal of Emotional and Behavioral Disorders, 2010
Promoting student self-determination has emerged as a key component of recommended practices in the field of secondary transition. This article examined the self-determination prospects of 196 youth with emotional and behavioral disorders (EBD), learning disabilities (LD), and mild/moderate cognitive disabilities (CD) using the AIR Self-Determination Scale. Teachers reported the capacities of youth with EBD to engage in self-determined behavior to be significantly lower than those of youth with LD but higher than youth with CD. Social skills and problem behavior ratings both emerged as significant predictors of students' capacity for self-determination but were not associated with the opportunities for self-determination teachers reported providing at school. Teachers generally evaluated students' capacity for self-determination lower than youth but higher than parents. Implications for transition assessment and planning are discussed and avenues for further research addressing this critical transition domain are suggested.
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.
Learning Disabilities: A Multi Disciplinary Journal, 2020
This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students' (n = 44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles (N = 6) based upon deductive coding of student interviews. Findings focus on the centering of students' own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities.
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.