Advice from Adults with Physical Disabilities on Fostering Self-Determination during the School Years

Autor/inn/en	Angell, Maureen E.; Stoner, Julia B.; Fulk, Barbara M.
Titel	Advice from Adults with Physical Disabilities on Fostering Self-Determination during the School Years
Quelle	In: TEACHING Exceptional Children, 42 (2010) 3, S.64-75 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Physical Disabilities; Cerebral Palsy; Congenital Impairments; Teaching Methods; Self Determination; Adults; Special Needs Students; Outcomes of Education; Individual Characteristics; Consciousness Raising; Teacher Role; Student Development; Speech Impairments; Employment Level; Educational Attainment; Advocacy; Family Role; Barriers + Suchen Sie Ihr Suchwort? Physical handicap; Körperbehinderung; Hirnlähmung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Sonderpädagogischer Förderbedarf; Lernleistung; Schulerfolg; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bewusstseinsbildung; Lehrerrolle; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Beschäftigungsgrad; Bildungsabschluss; Bildungsgut; Sozialanwaltschaft
Abstract	Essentially, the goal of the P-16 educational process is to teach students to become self-determined adults. Unfortunately, educational systems sometimes fail in addressing these factors and in educating students with various disabilities in the area of self-determination. In this article, the authors present the major findings that emerged from their interviews with 12 adults (7 males and 5 females ranging in age from 21 to 48) with congenital physical disabilities (i.e., spina bifida or cerebral palsy) as they looked back on their school years to identify teacher and educational staff behaviors that were sources of support or frustration. The authors share the voices of these adults in order to lend practical advice to teachers and other education professionals as they strive to understand how students develop self-determination skills, what teaching strategies foster self-determination skills, and how education professionals can support the maintenance and generalization of self-determined behavior in their students. The authors offer these insights as complementary to the extant self-determination literature, sound curriculum models, and systematic instructional procedures for promoting self-determination. (Contains 2 figures and 1 table.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10