Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities

Autor/inn/en	Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Titel	Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 38 (2015) 3, S.132-141 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414544359
Schlagwörter	Disabilities; Adolescents; Self Determination; Transitional Programs; Student Participation; Randomized Controlled Trials; Individualized Education Programs; Statistical Analysis; Student Empowerment; Comparative Analysis; High School Students; Planning; Surveys; Program Effectiveness; Multivariate Analysis; Arkansas; Missouri; Nebraska; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individualized education program; Individualisierendes Lernen; Statistische Analyse; Studienberechtigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ablaufplanung; Planungsprozess; Survey; Umfrage; Befragung; Multivariate Analyse
Abstract	The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a "student involvement in transition planning" requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related outcomes. This study used a randomized-trial control group design to study the impact of one widely used program to promote student involvement, the "Self-Directed Individualized Education Program" (IEP), on the self-determination and transition empowerment of youth 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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01