Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Involvement

Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane H.; Garner, Nancy; Lawrence, Maggie

doi:10.1080/09362830709336924

Cited by 44 publications

(26 citation statements)

References 10 publications

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“…Compared to students without disabilities, the level of self-determination of students with disabilities is found to be significantly lower [27]. In addition to influencing the quality of life of these students at home, in schools, and in local communities [20], the lack of self-determination may also lead to difficulties in future academic transitions and upgrades, as well as in job seeking processes [29]. Fortunately, research has confirmed that self-determination is an ability that can be acquired through learning [1,16,21].…”

Section: Introductionmentioning

confidence: 99%

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

Chao¹,

Chou²

2017

ujer

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The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n = 106) and students with disabilities in these classes (n = 106). Two measures, the Teaching Self-determination Scale (TSDS) and the Basic Learning Competency Assessment (BLCA), were used to collect data. The Pearson correlation, bivariate linear regression and stepwise multiple regression analyses were used to assess the correlation and predictive relationship between the TSDS and BLCA. Findings showed a positive correlation between self-determination instruction given by special education teachers and the academic performance of students with disabilities. Educators' self-determination instruction was found to be able to explain 26% of the total variance of students' academic performance. Furthermore, teaching psychological empowerment and autonomy skills appeared to be able to best predict the academic performance of students with disabilities. The two variables were found to be able to explain 21.9% of the total variance of the students' academic test results. Suggestions and implications are provided.

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Section: Introductionmentioning

confidence: 99%

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

Chao¹,

Chou²

2017

ujer

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“…Research suggests that students are increasingly attending IEP and transition planning meetings (Test et al, 2004), but they participate relatively little without direct instruction regarding the purposes and procedures of those meetings (Griffin, Taylor, Urbano, & Hodapp, 2014;Martin et al, 2006;Mason, McGahee-Kovac, Johnson, & Stillerman, 2002;Wehmeyer, Palmer, Soukup, Garner, & Lawrence, 2007). Nonetheless, reviews of research on transitionrelated best practices are united in asserting that student involvement is an important element of effective transition plans and programs (Greene, 2003;Hendricks & Wehman, 2009;Kohler, 1993;Landmark, Ju, & Zhang, 2010).…”

Section: Student Transition Planning Participationmentioning

confidence: 99%

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

Wei

Wagner

Hudson

et al. 2015

Remedial and Special Education

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This study used propensity score techniques to assess the relationship between transition planning participation and goalsetting and college enrollment among youth with Autism Spectrum Disorders. Using data from Waves 1 through 5 of the National Longitudinal Transition Study-2, this study found that 2-or 4-year college enrollment rates were significantly higher among youth with ASDs who participated in transition planning and those who had a primary transition goal of college enrollment. Educational implications are discussed.

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“…In the context of our evaluation of the BHS model’s impact on self-determination, students were involved in the Whose Future Is It Anyway? (WFA) process (Wehmeyer, Lawrence, Kelchner, Palmer, Garner & Soukup, 2004). The WFA is a self-regulated transition planning process that has been shown to result in enhanced self-determination and greater transition planning knowledge and beliefs (Wehmeyer & Lawrence, 1995; Wehmeyer, Palmer, Lee, Williams-Diehm, & Shogren, 2011).…”

Section: Methodsmentioning

confidence: 99%

An Evaluation of the Beyond High School Model on the Self- Determination of Students With Intellectual Disability

Palmer

Wehmeyer

Shogren

et al. 2012

Career Development and Transition for Exceptional Individuals

Self Cite

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Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). Beyond High School (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities. Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.

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Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Involvement

Cited by 44 publications

References 10 publications

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

An Evaluation of the Beyond High School Model on the Self- Determination of Students With Intellectual Disability

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