This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1…

Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports…

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…

People with and without disabilities value the goals of greater control and self-determination, participation in their school or community, and enhanced social inclusion. Technology is an important support in achieving these goals. In this article we examine the intensity of the support needs of persons with intellectual disability (ID), as…

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 predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both…

Addressing federal mandates regarding both the delivery of transition services and access to the general education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an…

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…

This study examined the use of a palmtop computer running a software program by transition-age students with cognitive disabilities to increase independence on vocational and independent living tasks. The purpose of this research was to test the hypotheses that a palmtop computer utilizing a Windows CE platform with touch screen capabilities and…

The U.S. Department of Education report "Computer and Internet Use by Children and Adolescents" (National Center on Educational Statistics, 2001) illustrated the degree to which technology use, particularly electronic and information technologies like computers and the Internet, has become a pervasive part of the educational process. This study…

Assessment has always been an integral component of the educational process, but the importance to students of performing effectively on district and statewide tests has increased the visibility of testing and assessment for students with and without disabilities. There are several factors that limit the reliability of common testing formats for…

A survey of 1,219 teachers providing instruction to students with disabilities (ages 14-21), found that a majority believed that instruction in self-determination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability.…

A survey of 516 family members examined assistive-technology use by students with mental retardation. Findings indicate that the number of students who could benefit from devices but did not have access to them exceeded the number who actually had devices. Barriers to device utilization are discussed. (Author/CR)