Experiences of Special Educators in Creating Opportunities for Students to Practice Self-Determination

Autor/inn/en	Millen, Kaitlyn M.; Peterson, Lori Y.; Robinson, Jason; Luff, Timothy M.
Titel	Experiences of Special Educators in Creating Opportunities for Students to Practice Self-Determination
Quelle	In: Journal of the American Academy of Special Education Professionals, (2020), S.67-85 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Teaching Experience; Special Education Teachers; Self Determination; Teaching Methods; Students with Disabilities; Elementary Secondary Education; Independent Study; Individualized Education Programs; Student Participation; Knowledge Level; Teacher Role; Parent Participation; Faculty Development; Self Advocacy; Goal Orientation + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbststudium; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wissensbasis; Lehrerrolle; Elternmitwirkung; Selbstbehauptung; Zielorientierung; Zielvorstellung
Abstract	Self-determination skills are a potential predictor of post-school success for individuals with disabilities. This study examined the perspectives of special educators of students in preschool through age 22 in one school district who participated in multiple professional development and coaching sessions on self-determination including the Self-Determined Learning Model of Instruction (SDLMI) and student involvement in the IEP process over a two-year period. Data were collected through interviews with eight special educators. Four major themes emerged from the data: personal knowledge of self-determination, educator perspectives on their roles in creating opportunities, strategies for developing self-determination, and parent involvement. Findings suggest that a primary perceived challenge in creating opportunities for students is a misalignment between teacher and parent understanding of self-determination and related goals. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01