Self-Determination and Access to the General Education Curriculum

Autor/inn/en	Lee, Suk-Hyang; Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane H.; Little, Todd D.
Titel	Self-Determination and Access to the General Education Curriculum
Quelle	In: Journal of Special Education, 42 (2008) 2, S.91-107 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907312354
Schlagwörter	Educational Strategies; Disabilities; General Education; Program Effectiveness; Special Education Teachers; Self Determination; Access to Education; Regular and Special Education Relationship; Secondary Education; Correlation; Inclusive Schools; Mainstreaming; Federal Legislation + Suchen Sie Ihr Suchwort? Lehrstrategie; Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Selbstbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarbereich; Korrelation; Inclusive school; Integrative Schule; Bundesrecht
Abstract	Addressing federal mandates regarding both the delivery of transition services and access to the general education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an instructional strategy to examine (a) the relationship between self-determination and access to the general education curriculum and (b) the impact of promoting self-determination as a curriculum augmentation on access to the general education curriculum for high school students with disabilities. The study implemented a randomized trial control group design in which classroom observations were conducted to determine student access to the general education curriculum before and after the implementation of an instructional model to enable students to self-regulate learning. Analyses were conducted using multilevel model methods. The findings indicated the potential positive impact of promoting self-determination on access to the general education curriculum for students with disabilities as well as the degree to which curriculum modifications and other supports are needed to further access and student progress. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10