Literaturnachweis - Detailanzeige
Autor/inn/en | Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D. |
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Titel | Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities |
Quelle | In: Career Development and Transition for Exceptional Individuals, 38 (2015) 3, S.132-141 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-1434 |
DOI | 10.1177/2165143414544359 |
Schlagwörter | Disabilities; Adolescents; Self Determination; Transitional Programs; Student Participation; Randomized Controlled Trials; Individualized Education Programs; Statistical Analysis; Student Empowerment; Comparative Analysis; High School Students; Planning; Surveys; Program Effectiveness; Multivariate Analysis; Arkansas; Missouri; Nebraska; Oklahoma; Texas Handicap; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individualized education program; Individualisierendes Lernen; Statistische Analyse; Studienberechtigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ablaufplanung; Planungsprozess; Survey; Umfrage; Befragung; Multivariate Analyse |
Abstract | The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a "student involvement in transition planning" requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related outcomes. This study used a randomized-trial control group design to study the impact of one widely used program to promote student involvement, the "Self-Directed Individualized Education Program" (IEP), on the self-determination and transition empowerment of youth with disabilities. A repeated-measures MANCOVA was conducted to determine the differences between an intervention group and the placebo-control group. Results showed that instruction using the "Self-Directed IEP" was significant on students' level of self-determination, and positive differences were found in transition knowledge when compared with a placebo-control group. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |