Examining the Effects of Teaching Self-Determination Skills to High School Youth with Disabilities

Autor/in	Zito, Stephanie Theresa
Titel	Examining the Effects of Teaching Self-Determination Skills to High School Youth with Disabilities
Quelle	(2009), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Auburn University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-2672-8
Schlagwörter	Hochschulschrift; Dissertation; Learning Activities; Mild Mental Retardation; Teaching Methods; Visual Impairments; Learning Disabilities; Mentors; Peer Teaching; Literature Reviews; High School Students; Program Effectiveness; Transitional Programs; Cooperative Planning; Goal Orientation; Skill Development; Comparative Analysis; Pretests Posttests; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Visual handicap; Sehbehinderung; Learning handicap; Lernbehinderung; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	An extensive review of the literature has been conducted in the area of self-determination for youth with disabilities who are preparing for their transitions from school to post school activities. Self-determination is presented as a best practice for transition education and current instructional practices used to teach such skills are described. Evidence is provided supporting the benefits of being self-determined for students while they are in school and as they exit from school. Additionally, the component of peer mentoring is examined as a possible strategy for assisting youth in developing self-determination skills. Specifically, benefits of such programs and structural components necessary to facilitate peer mentoring were identified. Teaching self-determination skills to youth with disabilities requires the implementation of lessons into classroom activities. This study used lessons from "Whose Future is it Anyway?", a Student-Directed Transition Planning Process (Wehmeyer et al., 2004), to teach students how to make decisions and set goals, skills identified with being self-determined. Forty-four high school students with mild mental retardation, specific learning disabilities, other health impairments, or visual impairments (21 girls, 23 boys, average age 16.77 years, 59.1 African-American, 38.6% Caucasian, and 2.3% Hispanic) from three southeast Alabama high schools participated in this study. Students were assigned to one of three groups: (Group 1) instruction in self-determination, (Group 2) instruction in self-determination and participation in a pre-established school peer mentoring program, and (Group 3) no instruction in self-determination nor participation in peer mentoring. Twelve lessons were taught, one each day, for approximately 45 minutes in the special education classroom. A pretest/posttest design was used for each of the three groups to determine change in knowledge and skills of self-determination after the intervention. The results of this study suggest that students with mild disabilities can benefit from instruction in self-determination. There was no difference between students who participated in peer mentoring. [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/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10