Elementary Teachers' Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination

Autor/inn/en	Cho, Hyun-Jeong; Wehmeyer, Michael; Kingston, Neal
Titel	Elementary Teachers' Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination
Quelle	In: Journal of Special Education, 45 (2011) 3, S.149-156 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910362588
Schlagwörter	Self Determination; Federal Legislation; Disabilities; Barriers; Elementary School Teachers; Intervention; Educational Practices; Teacher Attitudes; Time Factors (Learning); Incidence; Familiarity; Regular and Special Education Relationship; Academic Accommodations (Disabilities); Questionnaires; Individual Differences; Teaching Styles; Teaching Methods + Suchen Sie Ihr Suchwort? Selbstbestimmung; Bundesrecht; Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Lehrerverhalten; Vorkommen; Fragebogen; Individueller Unterschied; Lehrstil; Unterrichtsstil; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered. (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