Teachers' Views of Self-Determination for Students with Emotional/Behavioral Disorders: The Limitations of an Individualistic Perspective

Autor/inn/en	Black, Rhonda S.; Leake, David
Titel	Teachers' Views of Self-Determination for Students with Emotional/Behavioral Disorders: The Limitations of an Individualistic Perspective
Quelle	In: International Journal of Special Education, 26 (2011) 1, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Focus Groups; Behavior Disorders; Interviews; Special Education Teachers; Social Capital; Self Determination; Emotional Disturbances; Group Experience; Individualism; Secondary School Teachers; Secondary School Students; Ethnicity; Gender Differences; Racial Differences; Pacific Islanders; Hawaiians; Asian Americans; African Americans; Whites; District of Columbia + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sozialkapital; Selbstbestimmung; Gefühlsstörung; Individualismus; Sekundarschüler; Ethnizität; Geschlechterkonflikt; Rassenunterschied; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Hawaianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Afroamerikaner; White; Weißer
Abstract	Focus group interviews were conducted with special education teachers from Oahu, Hawaii and Washington, DC regarding self-determination for youth with emotional/behavioral disorders. Some of the teachers defined their own self-determination in individualistic terms, while highlighting the importance of collectivistic values for many of their students. Other teachers who held more collectivist-based definitions and perceptions still discussed how their own experiences differed from those of their students. Profiles of self-determination views are presented and compared to definitions and current practices in the field of special education with respect to self-determination and transition. The concepts of individualism and collectivism and of social capital are used to enhance understanding of differences in the views of the participating teachers and of the obstacles to self-determination they identify for their students. (Contains 1 table.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10