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

by Carter, Erik W. , Stang, Kristin K. , Pierson, Melinda R. , Lane, Kathleen L.

in Children & youth / Classrooms / Curricula / Disabilities / Disabled youth / Education / Educational aspects / Educational Objectives / Educational Opportunities / Educational Planning / Educational Policy / Educational Trends / High school teachers / High school teaching / High Schools / Individualized Education Programs / Individualized Instruction / Individualized Transition Plans / People with disabilities / Professional development / Psychological aspects / R&D / Research & development / Secondary school students / Secondary School Teachers / Secondary schools / Self Determination / Self-determination theory (Psychology) / Skill Development / Skills / Social aspects / Special Education Teachers / Students / Students with disabilities / Surveys / Teacher Attitudes / Teachers / Teachers of disabled children / Teaching / Teaching Methods / Youth

2008

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

by Carter, Erik W. , Stang, Kristin K. , Pierson, Melinda R. , Lane, Kathleen L.

2008

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

by Carter, Erik W. , Stang, Kristin K. , Pierson, Melinda R. , Lane, Kathleen L.

2008

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Journal Article

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

Carter, Erik W.,

Stang, Kristin K.,

Pierson, Melinda R.,

Lane, Kathleen L.

2008

Overview

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

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Publisher

SAGE Publications,Council for Exceptional Children,Sage Publications, Inc,SAGE PUBLICATIONS, INC

Subject

/ Educational aspects