Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2

Autor/inn/en	Shogren, Karrie A.; Kennedy, William; Dowsett, Chantelle; Little, Todd D.
Titel	Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2
Quelle	In: Exceptional Children, 80 (2014) 2, S.221-235 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/001440291408000206
Schlagwörter	Special Education; Disabilities; Self Determination; Educational Legislation; Federal Legislation; Empowerment; Self Actualization; National Surveys; Adolescents; Classification; Measures (Individuals); Statistical Analysis; High School Students; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Selbstbestimmung; Bildungsrecht; Schulgesetz; Bundesrecht; Self actualisation; Selbstverwirklichung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Classification system; Klassifikation; Klassifikationssystem; Messdaten; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The authors used data from the National Longitudinal Transition Study-2 (NLTS2; SRI International, 2000) to examine the aspects of self-determination assessed in NLTS2 and measurement equivalence and latent differences across the 12 disability categories recognized in the Individuals With Disabilities Education Act (IDEA; 2004). NLTS2 included a direct assessment with items representing 3 of the 4 essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment. The authors established measurement equivalence, but significant latent differences occurred across specific disability groups. Students with high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments) and cognitive disabilities (autism, multiple disabilities, and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the 6 collapsed disability groups, significant differences existed in the latent variances and limited mean level differences. (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	2020/1/01