ERIC Number: EJ931022
Record Type: Journal
Publication Date: 2011-Aug
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
The Effect of Student-Directed Transition Planning with a Computer-Based Reading Support Program on the Self-Determination of Students with Disabilities
Lee, Youngsun; Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Davies, Daniel K.; Stock, Steven E.
Journal of Special Education, v45 n2 p104-117 Aug 2011
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 study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students' self-determination in their transition planning, as are implications for future research. (Contains 4 tables.)
Descriptors: Middle School Students, Experimental Groups, Control Groups, Self Efficacy, Disabilities, Transitional Programs, Student Participation, Computer Uses in Education, Self Determination, Cooperative Planning, Reading Programs, Pretests Posttests, Outcomes of Education, Expectation, Individualized Education Programs, Junior High School Students, Reading Skills, Racial Differences, Gender Differences, Geographic Location, Personal Autonomy, Planning, Self Control
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A