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ERIC Number: EJ1048486
Record Type: Journal
Publication Date: 2014-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0014-4029
Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2
Shogren, Karrie A.; Kennedy, William; Dowsett, Chantelle; Little, Todd D.
Exceptional Children, v80 n2 p221-235 Jan 2014
The authors used data from the National Longitudinal Transition Study-2 (NLTS2; SRI International, 2000) to examine the aspects of self-determination assessed in NLTS2 and measurement equivalence and latent differences across the 12 disability categories recognized in the Individuals With Disabilities Education Act (IDEA; 2004). NLTS2 included a direct assessment with items representing 3 of the 4 essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment. The authors established measurement equivalence, but significant latent differences occurred across specific disability groups. Students with high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments) and cognitive disabilities (autism, multiple disabilities, and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the 6 collapsed disability groups, significant differences existed in the latent variances and limited mean level differences.
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R324A110040; NSF 1053160; R324A120411