ERIC Number: ED462782
Record Type: RIE
Publication Date: 2001
Self-Determination Synthesis Project. Final Performance Report.
North Carolina Univ., Charlotte.
This final report discusses the activities and outcomes of the Self-Determination Synthesis Project (SDSP), a project designed to synthesize, corroborate, and communicate the professional knowledge base on the effects of self-determination and self-advocacy interventions for children and youth with disabilities. The SDSP used both quantitative and qualitative methods to identify effective practices in promoting self-determination for students with disabilities. A comprehensive literature review and meta-analysis of self-determination intervention outcomes was conducted with the extant literature. Twenty-two studies that intervened to promote one or more components of self-determination were included in the meta-analysis and a series of qualitative case studies were conducted in six school districts across the country that had a demonstrated history of effectively promoting self-determination for their students. The districts used a variety of strategies, ranging from published curricula to teacher-made lessons to person-centered planning strategies to promote self-determination. Student participation in educational and transition planning was also emphasized. Common features across sites that contributed to self-determination outcomes for students included the presence of an impetus person and multiple, changing roles of teachers and parents. Appendices include relevant articles, a summary of dissemination activities, and an implementation timeline. (Contains 30 references.) (CR)
Descriptors: Case Studies, Disabilities, Elementary Secondary Education, Instructional Effectiveness, Knowledge Base for Teaching, Meta Analysis, Parent Role, Program Design, Self Advocacy, Self Determination, Student Participation, Teacher Student Relationship, Teaching Methods, Transitional Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Charlotte.
Note: Project Co-Directors: Wendy M. Wood and David W. Text.