Advancements of technologies in the areas of mobility, hearing and vision, communication, and daily living for people with intellectual and developmental disabilities has the potential to greatly enhance independence and self-determination. Previous research, however, suggests that there is a technological divide with regard to the use of such…

This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the "Arc's Self-Determination Scale" and the student version of the "AIR Self-Determination Scale." The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of…

Promoting student involvement in transition planning and the self-determination of youth with disabilities has become best practice in secondary and transition services. Increasingly, a critical feature of efforts to promote student access to and involvement with curricular content, including transition-related content, has involved the use of…

The purpose of this study was to investigate the impact of student-directed transition planning instruction ("Whose Future Is It Anyway?" curriculum) with a computer-based reading support program ("Rocket Reader") on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This…

It is generally assumed that when technology is designed with the principles of universal design in mind, people with intellectual disability will also benefit. However, there is no research concerning the degree to which technology use is impacted by the presence or absence of universal design features. To address this and to examine the degree…