A Meta-Analysis of Interventions to Promote Self-Determination for Students with Disabilities

Autor/inn/en	Burke, Kathryn M.; Raley, Sheida K.; Shogren, Karrie A.; Hagiwara, Mayumi; Mumbardó-Adam, Cristina; Uyanik, Hatice; Behrens, Sarah
Titel	A Meta-Analysis of Interventions to Promote Self-Determination for Students with Disabilities
Quelle	In: Remedial and Special Education, 41 (2020) 3, S.176-188 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518802274
Schlagwörter	Self Determination; Students with Disabilities; Intervention; Skill Development; Age Differences; Symptoms (Individual Disorders); Educational Environment; Inclusion; Student Diversity; Research Methodology + Suchen Sie Ihr Suchwort? Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied; Psychiatrische Symptomatik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Research method; Forschungsmethode
Abstract	Promoting self-determination is critical to enabling young people to achieve education-related goals and positive postschool employment, community participation, and quality of life outcomes. By developing skills associated with self-determination such as choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge, students with disabilities are better prepared to make purposeful decisions and choices. We conducted a meta-analysis of the literature on interventions to promote self-determination and associated skills with students with disabilities in the school context. We analyzed the types of interventions, populations of students with whom they were implemented, outcomes, and rigor of research. Results demonstrated that interventions to promote self-determination can be effective for students across grade levels, disability labels, and settings. There remains a need for increased focus on promoting self-determination within inclusive, general education settings with students with and without disabilities and of diverse backgrounds. Future researchers should also focus on the rigor of methodological design and associated reporting when conducting school-based research. Additional implications for research and practice are discussed. (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	2024/1/01