A Review of Trends and Future Directions in Research Regarding the Self-Determination of Students with Disabilities in Korea

Lee, Suk-Hyang; Hong, Jianxun; Yeom, Ji-Hye; Lee, Jung-Ah

doi:10.15861/kjse.2018.53.2.123

Cited by 4 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have been done to examine cultural and socioeconomic influences on students' acquisition and development of self-determination skills (e.g., . This line of research focuses on the conceptualization and operationalization of self-determination in various cultures (e.g., Frankland et al, 2004;Lee & Wehmeyer, 2004;Ohtake & Wehmeyer, 2004) and attempts to investigate how culturally diverse students and parents perceive self-determination (Trainor, 2005), as well as the extent to which parents and teachers promote self-determination skills among culturally diverse children .…”

Section: Application Of Self-determination To Diverse Culturesmentioning

confidence: 99%

“…Based on a thorough review of the Korean literature on self-determination, Lee and Wehmeyer (2004) found that the self-determination construct is applicable to, and valued by, Korean culture. The Korean special education research community has engaged in self-determination research since 2000.…”

Section: Focus On Similarities Between the Cultures To Identifymentioning

confidence: 99%

“…Family involvement is an important factor in ensuring the development and the expression of self-determination by students with disabilities (Field & Hoffman, 1999; Lee & Wehmeyer, 2004). The influence of the family environment on self-determination continues from infancy through adulthood.…”

Section: Parent Practices That Foster Self-determinationmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Self-Determination of Culturally Diverse Students With Disabilities: Current Status and Future Directions

Zhang¹,

Benz²

2017

focusXchild

View full text Add to dashboard Cite

American society is becoming increasingly multiethnic and multilingual (Rodriguez, 1990). Nearly 25% of the U.S. population is composed of individuals of racial/ethnic groups other than Caucasian (U.S. Census Bureau, 2001). Texas now has joined Hawaii, New Mexico, and California as a majority-minority state, along with the District of Columbia (U.S. Census Bureau, 2005). As a result, the U.S. school population also has become more diverse in recent years. The same is true with regard to special education students. According to the Twenty-Fifth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act; during the 2001-02 school year, 5,867,234 students aged 6 to 21 were served under IDEA (Individuals with Disabilities Education Act) in U.S. schools (U.S. Department of Education, 2005). Among them, 38.3% were racial and ethnic minorities, compared to 30.9% of minorities in the general population in the year 2000 (U.S. Census Bureau, 2006). American Indians/Alaskan Natives and African American students were overrepresented in special education (the percentage of students from a racial group served under IDEA was greater than the percentage of this group in the general population); Asian/Pacific Islanders and Caucasian students were underrepresented; and Hispanic students were represented at a similar rate as Hispanics were represented in the general population (U.S. Department of Education, 2005). The issue of minority overrepresentation in special education has drawn national attention for a number of years (e.g., Artiles & Trent, 1994; Zhang & Katsiyannis, 2002). Although efforts and progress have been made to reduce the overrepresentation issue, an increasing concern is the achievement of minority students with disabilities. Individuals with disabilities from minority groups continue to be at high risk for poor school performance, high unemployment, low wages, limited access to postsecondary education and training, and limited opportunities for living independently and participating fully in their communities (Simon, 2001). Transition outcomes of students aged 14 and older who are served under IDEA vary greatly across racial and ethnic groups, although some racial/ethnic differences revealed in the last decade have decreased (Wagner, Cadwallader, Garza, & Cameto, 2004). Findings from the National Longitudinal Study 2 indicate that both Caucasian and African American youth with disabilities have made significant improvements in school-completion rates; as a result, three-fourths the proportion of youth in both groups completed high school (Wagner

show abstract

Section: Application Of Self-determination To Diverse Culturesmentioning

confidence: 99%

Section: Focus On Similarities Between the Cultures To Identifymentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Self-Determination of Culturally Diverse Students With Disabilities: Current Status and Future Directions

Zhang¹,

Benz²

2017

focusXchild

View full text Add to dashboard Cite

show abstract

“…Given the significance of self-determination in quality of life for people with disabilities, there has been increasing interest in the application of the construct of selfdetermination to international special education practices in the past decade Lee & Wehmeyer, 2004;Li, 2008;Ohtake & Wehmeyer, 2004;Wu, 2007;Zhang, 2005;Zhang & Benz, 2006;Zhang, Wehmeyer, & Chen, 2005). Studies illustrate that the values inherent in most efforts to promote self-determination, such as personal control over the environment, individualism, self-help, competition, future orientation, and goal orientation, are associated with Anglo-European cultures Leak & Boone, 2007;Zhang & Benz, 2006;Zhang, Wehmeyer, & Chen, 2005) Turnbull & Turnbull, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…Qualitative Health Research, 13(1), 4-19. Lee, S. H., & Wehmeyer, M. L. (2004). A review of the Korean Literature related to selfdetermination: Future directions and practices for promoting the self-determination of students with disabilities.…”

Section: Dissertation Organizationmentioning

confidence: 99%

Exploring foundations for self-determination in young children with disabilities in the People's Republic of China (PRC): What families report

Zheng¹

View full text Add to dashboard Cite

show abstract

Perceptions and Experiences of Self-determination of Students and Youth with Intellectual Disabilities in Korea

Lee

Hong

Hye

et al. 2019

Adv Neurodev Disord

View full text Add to dashboard Cite

A Review of Trends and Future Directions in Research Regarding the Self-Determination of Students with Disabilities in Korea

Cited by 4 publications

References 0 publications

Enhancing Self-Determination of Culturally Diverse Students With Disabilities: Current Status and Future Directions

Enhancing Self-Determination of Culturally Diverse Students With Disabilities: Current Status and Future Directions

Exploring foundations for self-determination in young children with disabilities in the People's Republic of China (PRC): What families report

Perceptions and Experiences of Self-determination of Students and Youth with Intellectual Disabilities in Korea

Contact Info

Product

Resources

About