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

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...

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Bibliographic Details
Published in:Exceptional children 2008-10, Vol.75 (1), p.55-70
Main Authors: Carter, Erik W., Lane, Kathleen L., Pierson, Melinda R., Stang, Kristin K.
Format: Article
Language:English
Subjects:
Children & youth
Classrooms
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
Professional development
Psychological aspects
R&D
Research & development
Secondary school students
Secondary School Teachers
Secondary schools
Self Determination
Self-determination theory (Psychology)
Skill Development
Social aspects
Special Education Teachers
Surveys
Teacher Attitudes
Teachers
Teachers of disabled children
Teaching Methods
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Summary: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.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290807500103