A Systematic Review of Interventions to Promote Self-Determination for Students with Extensive Support Needs

Autor/inn/en	Alsaeed, Abdulaziz; Mansouri, Mary Curran; Shogren, Karrie A.; Raley, Sheida K.; Kurth, Jennifer A.; Leatherman, Elizabeth M.; Lockman Turner, Elissa
Titel	A Systematic Review of Interventions to Promote Self-Determination for Students with Extensive Support Needs
Quelle	In: Research and Practice for Persons with Severe Disabilities, 48 (2023) 1, S.3-24 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsaeed, Abdulaziz) ORCID (Mansouri, Mary Curran) ORCID (Shogren, Karrie A.) ORCID (Raley, Sheida K.) ORCID (Kurth, Jennifer A.) ORCID (Lockman Turner, Elissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969231153397
Schlagwörter	Self Determination; Students with Disabilities; Intervention; Research Needs; Inclusion; Program Effectiveness + Suchen Sie Ihr Suchwort? Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Forschungsbedarf; Inklusion
Abstract	Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to examine the extent to which students with extensive support needs (ESN) are included in this body of research. This systematic review aims to identify empirical research articles that examined the outcomes of interventions designed to promote abilities and skills associated with self-determination for students with ESN. Results suggest that research on self-determination for students with ESN in school contexts is limited across grade levels, particularly in inclusive settings. Consequently, there is a need for ongoing research to consider effective self-determination assessments to inform the design and implementation of interventions that promote self-determination for students with ESN in inclusive settings. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01