Date of Award

5-2019

Culminating Project Type

Starred Paper

Degree Name

Special Studies: M.A.

Department

Special Education

College

School of Education

First Advisor

Bradley Kaffar

Second Advisor

Brian Valentini

Third Advisor

William Lepkowski

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Transition, self-determination, disabilities, youth

Abstract

Studies were selected in order to determine if they supported the importance of self-determination for transition age youth with disabilities. All of the studies indicated that higher self-determination levels and self-determination skills are beneficial to individuals. The intervention-specific studies were especially promising. Students who were taught a specific self-determination curriculum experienced higher self-determination levels, higher quality of life ratings, higher levels of employment, and higher levels of community access. These studies suggest the importance of self-determination on future outcomes of students; however, the manner and degree of impact needs to be further explored with consideration to the multiple personal and environmental factors that affect school and post school outcomes. These studies also suggest that teacher’s consider self-determination a useful component in their instruction. The challenge remains for educators to identify effective strategies that capitalize on these components in order for students with disabilities to acquire and apply those skills.

Comments/Acknowledgements

Starred Paper Committee:

Bradley Kaffar, Chairperson

Brian Valentini

William Lepkowski

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