Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

Carter, Erik W.; Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.

doi:10.1177/001440290807500103

Cited by 90 publications

(99 citation statements)

References 43 publications

(60 reference statements)

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“…In other words, the Full Scale scores for the three groups all fell in the range of 72-96, indicating that Taiwanese elementary educators sometimes to often teach students knowledge and skills related to self-determination. This result was consistent with that of the previous research conducted by Carter et al (2008). Both results showed that the level of teaching self-determination for both general and special education teachers was above the medium level.…”

Section: Discussionsupporting

confidence: 93%

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Chao¹,

Chou²

2017

JEL

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The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers' level of teaching self-determination was in the range of "sometimes to often". Nevertheless, general education teachers' level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers' level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

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Section: Discussionsupporting

confidence: 93%

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Chao¹,

Chou²

2017

JEL

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“…All children's capacity of making choices emerges across the life span. When they are capable to stand up for themselves and their rights, they can help create a satisfying way of life [42]. Findings in the current study show convincingly that the SSN were aware of the increasing degree of autonomy.…”

Section: Discussionsupporting

confidence: 61%

Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study

Adolfsson

Westerberg

Möller

2014

J. Intellect. Disabl. Diagn. Treat.

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This study investigated present and future everyday life situations (ELS) in home, school, work, and leisure environments for a group of school-aged children with severe disabilities, including complex disorders and a combination of disabilities. The purpose was to explore universal ELS; clarify how the children can be supported in their development of autonomy; and to gather information on potential overall goals for interventions. To make data comparable, all reported ELS were linked to the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) and listed along with information on the setting. Both today, and in the future, recreational activities and participation in school or work were of highest importance, but few reported ELS involved directly interacting with other children. More ELS were predicted to occur outside the home and with a higher degree of autonomy. Therefore, interventions would be focused on the overall goal that children with severe disabilities take initiatives to become independent and to form relationships with others.

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“…Limitirana mogućnost prepoznavanja i profilisanja interesovanja, nastala usled zaostajanja u mentalnom razvoju i oskudnog životnog iskustva, može da oteža pripremu za samostalni život i rad (Frank & Sitlington, 2000). Osobe sa teškoćama u mentalnom razvoju obično nisu u prilici da istraže različite mogućnosti i samostalno donesu odluku o svojoj profesionalnoj budućnosti (Patton & Creed, 2007), kao ni da steknu realan uvid u potencijalne barijere (spoljašnje ili unutrašnje), koje otežavaju ili onemogućavaju realizaciju profesionalnih ciljeva (Ochs & Roessler, 2004;Carter, Lane, Pierson & Stang, 2008). Profesionalna interesovanja adolescenata i svest o mogućnostima izbora, sopstvenim potencijalima i ograničenjima, predstavljaju prediktore kasnijeg uspešnog zapošljavanja (Schoon & Parsons, 2002).…”

Section: Rezultati Istraživanja Sa Diskusijomunclassified

Behavior in a working environment of adolescents with difficulties in mental development

Gligorović¹,

Matić²

2017

Spec eduk i rehabilitacija

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Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

Cited by 90 publications

References 43 publications

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study

Behavior in a working environment of adolescents with difficulties in mental development

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