ERIC Number: EJ817517
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Available Date: N/A
Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities
Shogren, Karrie A.; Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane Helen; Little, Todd D.; Garner, Nancy; Lawrence, Margaret
Exceptional Children, v73 n4 p488-509 Sum 2007
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined using structural equation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, but not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students' self-reported level of self-determination, but the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice. (Contains 9 tables.)
Descriptors: Self Determination, Structural Equation Models, Moderate Mental Retardation, Learning Disabilities, Ecological Factors, Students, Mild Mental Retardation, Evaluation, Intervention, Research and Development, Theory Practice Relationship, Individualized Education Programs
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B070159
Author Affiliations: N/A