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    Exploring Personal and Environmental Characteristics that Predict Self-Determination

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    Wehmeyer_Exploring_Personal.pdf (145.0Kb)
    Issue Date
    2013-07-02
    Author
    Shogren, Karrie A.
    Wehmeyer, Michael L.
    Palmer, Susan B.
    Paek, Youngshil
    Publisher
    Taylor & Francis
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Metadata
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    Abstract
    This study examined the degree to which multiple personal (age, gender, disability, and need for educational support) and school environment characteristics (hours in academic classes with general education peers, hours in nonacademic classes with age-peers, attendance at the most recent individualized education plan [IEP] meeting, transition goal for the future on the IEP, and experience with setting goals for the future) predicted student's relative level of self-determination. Age, disability label, hours in academic classes with general education peers, and goal setting experience were significant predictors, accounting for 22% of the variance in self-determination scores. Implications for future research and practice are discussed.
    Description
    This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1080/09362835.2013.802231.
    URI
    http://hdl.handle.net/1808/13050
    DOI
    https://doi.org/10.1080/09362835.2013.802231
    Collections
    • Special Education Scholarly Works [296]
    • Beach Center Self Determination [29]
    Citation
    Shogren, K.A., Wehmeyer, M.L., & Palmer, S.B. & Paek, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality.

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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