NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001782
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0162-6434
Technology and Self-Determination in Transition Planning: The Impact of Technology Use in Transition Planning on Student Self-Determination
Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Shogren, Karrie A.; Davies, Daniel K.; Stock, Steven
Journal of Special Education Technology, v26 n1 p13-24 2011
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 universally designed instructional technologies. The extant research does not, however, provide a causal link between efforts to teach skills related to student involvement and self-determination utilizing technology. This study utilized a randomized-trial control group design to examine whether or not the use of cognitively accessible technology would improve outcomes related to self-determination for students receiving instruction in transition planning designed to promote student involvement. We also evaluated the impact, over time, of instruction in transition planning designed to promote student involvement on student self-determination. Participants were 194 high school students receiving special education services in multiple disability categories in school districts in six states. About half the students received instruction with the support of cognitively accessible computer software programs designed to support greater independence in decision making and to facilitate exploration related to transition. Results provided support for the relationship between student involvement in transition planning and enhanced self-determination and provided evidence of a causal relationship between student involvement combined with technology use and enhanced self-determination. (Contains 2 tables and 1 figure.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A