The Effect of Student-Directed Transition Planning with a Computer-Based Reading Support Program on the Self-Determination of Students with Disabilities

Autor/inn/en	Lee, Youngsun; Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Davies, Daniel K.; Stock, Steven E.
Titel	The Effect of Student-Directed Transition Planning with a Computer-Based Reading Support Program on the Self-Determination of Students with Disabilities
Quelle	In: Journal of Special Education, 45 (2011) 2, S.104-117 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466909358916
Schlagwörter	Middle School Students; Experimental Groups; Control Groups; Self Efficacy; Disabilities; Transitional Programs; Student Participation; Computer Uses in Education; Self Determination; Cooperative Planning; Reading Programs; Pretests Posttests; Outcomes of Education; Expectation; Individualized Education Programs; Junior High School Students; Reading Skills; Racial Differences; Gender Differences; Geographic Location; Personal Autonomy; Self Control + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Handicap; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Computernutzung; Selbstbestimmung; Lernleistung; Schulerfolg; Expectancy; Erwartung; Individualized education program; Individualisierendes Lernen; Junior High Schools; Sekundarstufe I; Reading skill; Lesefertigkeit; Rassenunterschied; Geschlechterkonflikt; Individuelle Autonomie; Selbstbeherrschung
Abstract	The purpose of this study was to investigate the impact of student-directed transition planning instruction ("Whose Future Is It Anyway?" curriculum) with a computer-based reading support program ("Rocket Reader") on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students' self-determination in their transition planning, as are implications for future research. (Contains 4 tables.) (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	2017/4/10