This article examined that how post-secondary students rate the quality of their high school trnasition preparation program related to their levels of self-determination.
This study examined the degree to which middle school students with mental retardation have access to the general curriculum and the impact of the classroom setting and the students' level of ability on such access.
This research investigated the effects of using 9 five-part intervention packages to support general education classroom performance of four high school students with mental retardation.
Commented on the past and present state of access to the general education curriculum for students with disabilities, and insights beyond access for future research and practice.
The shift in the 1992 definition and classification system in the American Association on Mental Retardation’s terminology and classification manual (continued in the 2002 manual) toward a supports paradigm and defining mental retardation as a function of the interaction between a person’s independent functioning and the context in which that person lives, learns, works and plays provides a framework within which we can consider how to more effectively enable students to gain access to the general curriculum.
Describes a case study where a changing-criterion design was used in effectively enabling a prelinguistic student to use picture cards to repair a communication breakdown.
This article examines the self-determination changes of individuals with intellectual disabilities before and after moving from a more restrictive to a less restrictive work or living environment.
This article examined the use of a specialized Internet browser called Web Trek. individuals with mental retardation were able search for web sites, save favorite sites and return to sites they had saved.
This article describes a comparison of computer use and using a written schedule to support key skills such as time-management and scheduling for 12 adults with mental retardation.
The authors addressed four main topics in self-determination for students with disabilities. The first topic relates to the effects of self-determination with regard to preventing dropout and promoting transition outcomes. The second topic explained self-determination as a concept that carries cultural and socioeconomic values. the third topic included practices that promoted self-determination related skills among culturally diverse students with disabilities. Finally, conclustion and future directions were addressed.
This article reports the results of a study in which four students with cognitive disabilities were taught problem-solving skills using the Self-Determined Learning Model of Instruction.
Reviews IDEA services for ages 18 to 21; describes indicators of high quality programs, a model for promoting self-determination, and uses for that model.
A survey completed by 1,218 family members of people with mental retardation from 47 states and the District of Columbia concluded that availability and cost were the primary barriers to the use of assistive technology for this population.
Describes the use of the SDLMI with three students with moderate to severe disabilities to achieve academic goals through utilizing self-directed learning strategies.
This article examined the impact of the SDLMI on academic skills for three junior high students with cognitive disabilities who were included in a general education health class. Results showed that the level of students participation in the classroom was improved.
Shogren, K.A., Bradley, V.J., Gomez, S.C., Yeager, M.H., Schalock, R.L., Borthwick-Duffy, S., Buntinx, W.H. et al. (2009). Public policy and the enhancement of desired outcomes for persons with intellectual disability. Intellectual and Developmental Disabilities, 47, 307-319.
Click link for article: http://dx.doi.org/10.1352/1934-9556-47.4.307
Inclusion is usually thought of as the placement of special education students in general education classes. This article presents a new vision of integrated education where previously specialized adaptations are used to enhance the learning of all students.
Palmer, S.B. (2010). Self-determination -- A life-span perspective. Focus on Exceptional Children, 42
Reviews the definition and conceptualization of self-determination, its misperceptions, and its application to individuals with disabilities.
Two concepts that are receiving growing attention in special education are self-determination and quality of life. Promoting and enhancing student’s self-determination and perceived quality of life can serve to foster these positive outcomes.
Two key issues in self-determination for people with significant cognitive disabilities and their families are addressed.
In this chapter, the authors demonstrate a model of the conditions needed for discovery learning by secondary students with disabilities.
In the present study data were collected on the quality of life and self-determination of 50 individuals with mental retardation, and data were analyzed, using discriminant function analysis and correlational analyses, to determine the contribution of self-determination to quality of life and examine the relationship between these constructs.
This chapter discusses the need to align the principles of transition and transition services with the standards-based reform efforts.
Four students with mental retardation were taught self-monitoring skills to enhance their social and academic behavior in the general education curriculum.