Your search found 48 results.

Descriptors:
Learning Disabilities; Intervention; Control Groups; Best Practices; Mental Retardation; Self Determination; Adolescents; High School Students; Special Education; Behavior Disorders; Youth; School Districts; Evaluation

Abstract:
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 a randomized trial placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the 3 years of the study, students in the intervention group showed significantly greater growth, though specific intraindividual variables affected this growth. Implications for research and intervention are discussed. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Young Children; Inclusion; Models; Self Determination; Early Childhood Education; Partnerships in Education; Decision Making; Problem Solving; Skill Development; Self Control; Learner Engagement

Abstract:
This article introduces the Early Childhood Foundations Model for Self-Determination and provides a rationale for the need to consider the foundations of self-determination behavior that begin early in life. This model is based on the premise that young children with disabilities benefit from a collaborative partnership between important adults in the lives of children to provide a supportive, stimulating, and coordinated environment between inclusive classrooms and home settings. Within partnership, the Foundations Model establishes the proposition that the basic foundational skills for developing self-determination in later life require young children with disabilities to gain skills in (a) choice-making and problem solving, (b) self-regulation, and (c) engagement. In this position paper, the authors review literature related to these three foundational constructs and present a rationale for use of the Foundations Model as a guide to developing systematic interventions to start young students with disabilities on the road to building a foundation for self-determination. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
General Education; High School Students; Success; Models; Self Determination; Best Practices; Special Education; Mental Retardation; Learning Disabilities; Access to Education; Program Effectiveness; Intervention; Federal Aid; Comparative Analysis; Control Groups; Experimental Groups; Statistical Analysis; Data Collection; Computer Uses in Education

Abstract:
Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students' academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Self Determination; Teaching Methods; Teaching Models; Instructional Effectiveness; High School Students; Learning Disabilities; Evidence; Control Groups; Statistical Significance; Hypothesis Testing; Mental Retardation; Statistical Analysis; Rating Scales; Structural Equation Models; Effect Size; Intervention; Comparative Analysis; Measurement Techniques

Abstract:
Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) to promote self-determination. The authors used data on self-determination using multiple measures collected with 312 high school students with cognitive disabilities in both a control and a treatment group to examine the relationship between the SDLMI and self-determination. After determining strong measurement invariance for each latent construct, they found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Developmental Disabilities; Surveys; Information Technology; Assistive Technology; Self Determination; Access to Computers; Adults

Abstract:
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 technologies by people with intellectual and developmental disabilities when compared with the use reported by the general public. To provide current information with regard to technology use by people with intellectual and developmental disabilities by examining the technology needs, use, and barriers to such use experienced by 180 adults with intellectual and developmental disabilities, we used QuestNet, a self-directed computer survey program. Results suggest that although there has been progress in technology acquisition and use by people with intellectual and developmental disabilities, an underutilization of technologies across the population remains. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Determination; Self Efficacy; Predictor Variables; Measures (Individuals); Disabilities; Multiple Regression Analysis; Scores; Intelligence Quotient; Intervention; Junior High School Students; Middle School Students

Abstract:
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 students' self-determination than personal predictor variables. In particular, self-efficacy and outcome expectancy scores, student-directed transition planning instruction, and students' preintervention transition planning knowledge were predictive of higher self-determination scores among students. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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

Abstract:
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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Qualitative Research; Early Childhood Education; Research Methodology; Ethnography; Young Children; Professional Development; Teaching Methods; Teacher Education; Teacher Education Programs; Special Education; Early Intervention; Disabilities

Abstract:
The purpose of this article is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. Performance derives from performance ethnography, which is a qualitative research methodology. Its application to professional development enables students and in-service participants not only to hear the voices of families, but to experience them through performance. This article describes the advantages and disadvantages of performance as an approach to professional development and illustrates the development and application of an example performance. Authors discuss how faculty, researchers, and those responsible for professional development can use performance to bridge the gap between research and practice and to move early childhood educators towards greater family-centered competencies when serving diverse families and children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neighborhoods; School Readiness; Family Characteristics; Second Language Learning; Preschool Children; At Risk Persons; Child Development; Disadvantaged Youth; Interpersonal Competence; Academic Achievement; Language Usage; Disabilities; Gender Differences; Mothers; Educational Attainment; English (Second Language); Predictor Variables

Abstract:
The effects of economic hardship and language isolation in children's neighborhood communities were examined to determine their influence on young children's developmental outcomes on measures of academic and social skills above and beyond child and family characteristics that included home language, disability, gender, and mother's education level. An ethnically and geographically diverse sample of 1006 four-year-old children was studied. Three groups of preschoolers considered at risk for poor school performance participated in this study: children living in poverty, children with identified disabilities, and children whose families spoke a primary home language other than English (English Language Learners). Child disability status was associated with lower achievement on all academic and social variables. Status as an English Language Learner also was associated with lower performance on vocabulary and mathematics measures; few differences were found on social variables. Maternal education level predicted child outcomes in all academic areas and most social variables. However, findings indicated that neighborhood community variables did explain child outcome differences beyond those contributed by child/family characteristics. Neighborhood economic hardship was a significant predictor of children's lower mathematics and letter knowledge academic outcomes and one social skills outcome. Children's residence in primarily English-speaking neighborhoods was associated with higher levels of social participation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Ability; Mental Retardation; Multiple Regression Analysis; High School Students; Middle School Students; Special Education; Intervention; Self Determination; Transitional Programs; Student Participation; Control Groups; Program Effectiveness; Context Effect

Abstract:
Promoting student involvement in planning has become best practice in the field of transition. Research documents the positive impact of such efforts on greater student involvement. Research also suggests that promoting student involvement results in greater student self-determination, but a causal link has not been established. This study used a randomized-trial, placebo control group design to study the impact of intervention with the Whose Future Is It Anyway? process on self-determination. The authors also examined the impact of intervention on transition knowledge and skills. Results indicated that instruction using the Whose Future Is It Anyway? process resulted in significant, positive differences in self-determination when compared with a placebo-control group and that students who received instruction gained transition knowledge and skills. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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