Student Self-Determination: A Preliminary Investigation of the Role of Participation in Inclusive Settings

Autor/inn/en	Hughes, Carolyn; Cosgriff, Joseph C.; Agran, Martin; Washington, Barbara H.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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