Paraprofessional Involvement in Self-Determination Instruction for Students with High-Incidence Disabilities

Autor/inn/en	Lane, Kathleen Lynne; Carter, Erik W.; Sisco, Lynn
Titel	Paraprofessional Involvement in Self-Determination Instruction for Students with High-Incidence Disabilities
Quelle	In: Exceptional Children, 78 (2012) 2, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Incidence; Disabilities; Goal Orientation; Self Advocacy; Self Determination; Student Participation; Paraprofessional School Personnel; Surveys; Public Schools; Attitude Measures; Decision Making; Problem Solving; Leadership; Self Control + Suchen Sie Ihr Suchwort? Vorkommen; Handicap; Behinderung; Zielorientierung; Zielvorstellung; Selbstbehauptung; Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Survey; Umfrage; Befragung; Public school; Öffentliche Schule; Decision-making; Entscheidungsfindung; Problemlösen; Führung; Führungsposition; Selbstbeherrschung
Abstract	Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessionals are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessionals from 115 randomly selected public schools to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessionals attributed high levels of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessionals reported providing instruction addressing each of the 7 components of self-determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessionals in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research. (Contains 3 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10