National Picture of the Self-Determination Characteristics of Secondary School English Learners with Disabilities

Autor/inn/en	Newman, Lynn A.; Garcia, Elisa B.; Trainor, Audrey A.; Chong, Melanie
Titel	National Picture of the Self-Determination Characteristics of Secondary School English Learners with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 44 (2021) 4, S.216-228 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Newman, Lynn A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420982923
Schlagwörter	Self Determination; English Language Learners; Students with Disabilities; Age Differences; Secondary School Students; Longitudinal Studies; Intervention; Student Characteristics; Family Characteristics; Academic Aspiration; Postsecondary Education; Student Attitudes; Comparative Analysis; Student Empowerment; Special Education; Transitional Programs; Gender Differences; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Age; Difference; Age difference; Altersunterschied; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Studienberechtigung; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt
Abstract	We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities. [For the grantee submission, see ED610146.] (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	2024/1/01