Literaturnachweis - Detailanzeige
Autor/inn/en | Hughes, Carolyn; Cosgriff, Joseph C.; Agran, Martin; Washington, Barbara H. |
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Titel | Student Self-Determination: A Preliminary Investigation of the Role of Participation in Inclusive Settings |
Quelle | In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2154-1647 |
Schlagwörter | Self Determination; Student Participation; Inclusion; High School Students; Severe Mental Retardation; Individualized Education Programs; Transitional Programs; Objectives; Disadvantaged Schools; Surveys; Interviews Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualized education program; Individualisierendes Lernen; Goal definition; Zielsetzung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik |
Abstract | Little is known about the effects of participation in inclusive settings on student self-determination. In this exploratory study, we examined the association between students' inclusive school and community activities and the self-determination skills of active involvement in IEP activities and use of selected self-determination strategies. Forty-seven students with severe intellectual disability from three high schools participated; one high school was undergoing state takeover for consistently failing to make AYP and served students living in a high-poverty community. Findings revealed significant differences across schools in student participation in general education and school- and community-based transition activities, which were associated with level of self-determination skill use. Students attending schools offering more inclusive activities reported significantly more use of six of nine self-determination skills. Active student IEP participation was reported to be low across all schools. We discuss implications of findings for future research and practice. (As Provided). |
Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |