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ERIC Number: EJ1060268
Record Type: Journal
Publication Date: 2015-May
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0022-4669
Administrator Views on Providing Self-Determination Instruction in Elementary and Secondary Schools
Carter, Erik W.; Lane, Kathleen Lynne; Jenkins, Abbie B.; Magill, Lauren; Germer, Kathryn; Greiner, Steven M.
Journal of Special Education, v49 n1 p52-64 May 2015
We report findings from a statewide study of 333 administrators focused on (a) the extent to which they prioritize each of seven self-determination skills, (b) whether and where staff at their schools are providing instruction on these seven skills, and (c) potential avenues for equipping educators to learn strategies for fostering self-determination. Administrators attributed considerable importance to providing instruction on all seven skills: choice making, decision making, goal setting and attainment, problem solving, self-advocacy and leadership skills, self-awareness and self-knowledge, and self-management and self-regulation. Although administrators reported educators at their school taught these skills with only moderate frequency, the range of classrooms and settings in which each skill was addressed was considerable. Overall, few differences in ratings of importance or frequency of instruction were found based on student disability status or school level.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Tennessee
IES Grant or Contract Numbers: UL1 TR000445