The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities

The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning k...

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Bibliographic Details
Published in:The Journal of special education 2011-08, Vol.45 (2), p.104-117
Main Authors: Lee, Youngsun, Wehmeyer, Michael L., Palmer, Susan B., Williams-Diehm, Kendra, Davies, Daniel K., Stock, Steven E.
Format: Article
Language:English
Subjects:
Computer Uses in Education
Control Groups
Cooperative Planning
Curricula
Curriculum
Disabilities
Disabled students
Educational planning
Expectation
Experimental Groups
Gender Differences
Geographic Location
Individualized Education Programs
Junior High School Students
Middle School Students
Middle schools
Outcomes of Education
Personal Autonomy
Planning
Pretests Posttests
Racial Differences
Reading Programs
Reading Skills
Self Control
Self Determination
Self Efficacy
Selfdetermination
Selfefficacy
Student Participation
Students with disabilities
Support services
Transitional Programs
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Summary:The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466909358916