Promoting self-determination for transition-age youth: Views of high school general and special educators
Issue Date
2008Author
Carter, Erik W.
Lane, Kathleen Lynne
Pierson, Melinda R.
Stang, Kristin K.
Publisher
Council for Exceptional Children
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
Description
This is the published version, also found here: http://cec.metapress.com/content/m5781621105k3332/?p=a26d6505487b4343b14b0042308735be&pi=2
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Citation
Carter, E.W., Lane, K.L., et al. (2008) Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70.
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