Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and responde...

Full description

Saved in:
Bibliographic Details
Published in:Exceptional children 2006-04, Vol.72 (3), p.333-346
Main Authors: Carter, Erik W., Lane, Kathleen L., Pierson, Melinda R., Glaeser, Barbara
Format: Article
Language:English
Subjects:
Adolescents
Adult and adolescent clinical studies
Attitudes toward Disabilities
Biological and medical sciences
Educational Planning
Emotional disorders
Emotional Disturbances
High School Students
Individual Differences
Individualized Transition Plans
Intellectual deficiency
Interrater Reliability
Learning Disabilities
Medical sciences
Outcomes of Education
Parent Attitudes
Psychological Studies
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Research Methodology
Self Determination
Special education
Special Education Teachers
Student Surveys
Teacher Surveys
Teenagers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290607200305