Self-Determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories

Autor/inn/en	Kleinert, Jane O'Regan; Harrison, Elizabeth; Mills, Karen Rose; Dueppen, Brittney M.; Trailor, Ann Michelle
Titel	Self-Determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 3, S.464-477 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Goal Orientation; Planning; Disabilities; Age Differences; Self Determination; Databases; Advocacy; Classification; Special Education; Correlation; Elementary School Students; Middle School Students; High School Students; Academic Achievement; Interests; Communication Skills; Interpersonal Relationship; Postsecondary Education; Daily Living Skills; Intervention; Statistical Analysis; Kentucky + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Handicap; Behinderung; Age; Difference; Age difference; Altersunterschied; Selbstbestimmung; Datenbank; Sozialanwaltschaft; Classification system; Klassifikation; Klassifikationssystem; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Bildungsinteresse; Kommunikationsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Post-secondary education; Tertiäre Bildung; Alltagsfertigkeit; Statistische Analyse
Abstract	The purpose of this study was to analyze a large data base of self-selected/self-determined goals developed by students aged 7-21 that had developmental disabilities. Data included 288 goals developed by 205 students involved in the Kentucky Youth Advocacy Project. Students, teachers, Speech/Language pathologists and families utilized the Self Determined Learning Model of Instruction and Goal Attainment Scaling to develop, plan and monitor student self-selected goals over a school year. 71.2% of the goals were achieved. Information regarding goal types, and relationships between student grade and disability category and goal type, were also investigated. Results support the effectiveness of the SDLMI, as well as the need to increase adult awareness of socially valid goals for students with more significant disabilities. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10