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Examining individual and ecological predictors of the self-determination of students with disabilities
Shogren, Karrie A. Wehmeyer, Michael L. Palmer, Susan B. Soukup, Jane Helen Little, Todd D. Garner, Nancy Lawrence, Margaret
Shogren, Karrie A.
Wehmeyer, Michael L.
Palmer, Susan B.
Soukup, Jane Helen
Little, Todd D.
Garner, Nancy
Lawrence, Margaret
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Abstract
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self determination were examined using structural equation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, but not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students' self-reported level of self-determination, but the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice.
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This is the publisher's version, also found here: http://cec.metapress.com/content/x680x4m0826t85k0/?p=20877da369544f8d9cbd0284aee95022&pi=5
Date
2007
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Council for Exceptional Children
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Shogren, K.A., Wehmeyer, M.L, et al. (2007) Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73(4), 488-509.