A Pilot Study of a Self-Determination Curriculum on Secondary Students

Autor/inn/en	Askvig, Brent A.; Naslund, Melissa; Borisinkoff, Evan D.; Daigneault, Rebecca
Titel	A Pilot Study of a Self-Determination Curriculum on Secondary Students
Quelle	In: Journal of the American Academy of Special Education Professionals, (2020), S.21-40 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Pilot Projects; Self Determination; Special Education; Individualized Education Programs; Program Implementation; Students with Disabilities; High School Students; Rural Schools; Student Participation; Cooperative Planning; Personal Autonomy; Pretests Posttests + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Selbstbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie
Abstract	Special educators routinely help students develop their self-determination skills. One way this has been achieved is to provide instruction to the student on how they can lead aspects of their individualized education program (IEP) meeting. A pre-post-post single group design was used in this study to examine if, and to what degree, the implementation of the Choicemaker (Martin et al., 1996) modified self-directed IEP curriculum impacted self-determination levels for nine high school students diagnosed with various disabilities such as specific learning disabilities, other health impairments, and mild intellectual disability. This study addressed students in rural communities who received special education services through a variety of service delivery formats. These students were taught how to lead and participate in their IEP meetings. Two measures of overall and subscale aspects of self-determination were used along with a global teacher rating of student participation. The results conveyed an increase in self-determination levels after students participated in their IEP meetings. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01