A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning
Issue Date
2000Author
Wehmeyer, Michael L.
Agran, Martin
Hughes, Carolyn
Publisher
The Journal of Special Education
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents were secondary-level educators serving students with varying types and severity of disabling conditions. Findings indicated that a majority of respondents believed that instruction in self-determination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability. Implications for educational practice are discussed.
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Citation
Wehmeyer, M.L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-determination and student-directed learning. The Journal of Special Education, 34(2), 58-68. http://dx.doi.org/10.1177/002246690003400201
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