Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools

Autor/inn/en	Stang, Kristin K.; Carter, Erik W.; Lane, Kathleen Lynne; Pierson, Melinda R.
Titel	Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools
Quelle	In: Journal of Special Education, 43 (2009) 2, S.94-106 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907313452
Schlagwörter	Middle Schools; Self Determination; Special Education Teachers; Middle School Teachers; Elementary School Teachers; Regular and Special Education Relationship; Middle School Students; Evaluation; Outcomes of Education; Intervention; Federal Legislation; Surveys; Learning Disabilities; Elementary Schools + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Selbstbestimmung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Middle schools; Elementary school; Grundschule; Volksschule; Student; Students; Schüler; Schülerin; Evaluierung; Lernleistung; Schulerfolg; Bundesrecht; Survey; Umfrage; Befragung; Learning handicap; Lernbehinderung
Abstract	Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle school teachers regarding the extent to which they valued and provided instruction in seven self-determination skill domains. Educators generally perceived self-determination to be an important curricular priority, and the majority reported teaching self-determination skills at least sometimes in their classrooms. Special educators' ratings of overall importance were significantly higher than those of general educators. Middle school teachers reported providing self-determination instruction more frequently than elementary school teachers. These findings lend additional support to calls for promoting self-determination within the general curriculum in the earlier grades. (Contains 3 tables and 1 figure.) (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	2017/4/10