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ERIC Number: EJ847504
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0022-4669
Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools
Stang, Kristin K.; Carter, Erik W.; Lane, Kathleen Lynne; Pierson, Melinda R.
Journal of Special Education, v43 n2 p94-106 2009
Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle school teachers regarding the extent to which they valued and provided instruction in seven self-determination skill domains. Educators generally perceived self-determination to be an important curricular priority, and the majority reported teaching self-determination skills at least sometimes in their classrooms. Special educators' ratings of overall importance were significantly higher than those of general educators. Middle school teachers reported providing self-determination instruction more frequently than elementary school teachers. These findings lend additional support to calls for promoting self-determination within the general curriculum in the earlier grades. (Contains 3 tables and 1 figure.)
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001