Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition.

Autor/inn/en	Wehmeyer, Michael L.; Agran, Martin; Hughes, Carolyn
Titel	Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition.
Quelle	(1998), (354 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-55766-302-5
Schlagwörter	Leitfaden; Decision Making Skills; Disabilities; Educational Strategies; Elementary Secondary Education; Individualized Education Programs; Interpersonal Competence; Personal Autonomy; Problem Solving; Self Advocacy; Self Determination; Self Efficacy; Self Evaluation (Individuals); Self Management; Teaching Methods; Transitional Programs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lehrstrategie; Individualized education program; Individualisierendes Lernen; Interpersonale Kompetenz; Individuelle Autonomie; Problemlösen; Selbstbehauptung; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This book describes instructional methods for teaching basic self-determination skills to students with disabilities. The first section provides an introduction to self-determination as an educational and transition outcome, discusses the impetus for an educational focus on self determination, and describes the relationships between transition services and self-determination. Section 2, "Promoting Autonomous Behavior," provides instructional strategies for teaching independence, risk taking, and safety skills; assessing preferences and teaching choicemaking; and social problem-solving and decision-making skills. Section 3, "Promoting Self-Regulated Behavior," describes how to teach self-monitoring, self-evaluation, self-reinforcement, self-instruction skills, and goal setting and task performance. Section 4, "Promoting Self-Advocacy and Leadership Skills," discusses how to teach assertiveness and effective communication skills, leadership, teamwork and general self-advocacy skills, and self-advocacy through student involvement. Section 5, "Promoting Self-Realization and Psychological Empowerment," provides strategies to promote student self-awareness, self-knowledge, positive perceptions of control in the classroom, and self-efficacy and outcome expectations. The final section provides a description of strategies and methods that will enable teachers to promote self-determination through all phases of the transition process. (Each chapter includes references.) (CR)
Anmerkungen	Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01