An Exploration of Self-determination Skills Development with Sixth Grade Students with Learning Disabilities
Author | : Michelle Messina Henry |
Publisher | : |
Total Pages | : 168 |
Release | : 2005 |
Genre | : Learning disabled children |
ISBN | : |
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Author | : Michelle Messina Henry |
Publisher | : |
Total Pages | : 168 |
Release | : 2005 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Michael L. Wehmeyer |
Publisher | : |
Total Pages | : 388 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
This teacher-friendly resource offers a variety of instructional strategies for teaching students the specific skills they need for more satisfactory, self-directed lives--skills like: - assertiveness - goal setting - self-advocacy - self-management - decision making - problem solving - self-awareness Practicing and prospective educators will find objectives and key terms at the beginning of each chapter and vignettes and case studies sprinkled throughout, making the book an ideal text. This is an invaluable resource for meeting IDEA 1997 requirements while motivating high school students with disabilities to prepare for successful transitions to adulthood.
Author | : Michael L. Wehmeyer |
Publisher | : Charles C Thomas Publisher |
Total Pages | : 340 |
Release | : 2003-01-01 |
Genre | : Autonomy (Psychology) |
ISBN | : 0398083584 |
This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognitive disabilities but are applicable to all students with or without disabilities. The authors research each model and have applied their own theoretical framework to special education, ensuring that interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students. By reading this text, the reader will gain a solid, theoretically based foundation in understanding the self-determination construct which ultimately supports the development of instructional interventions that enable students with disabilities to become self-determined. It will be useful as a text in upper undergraduate and graduate courses in special education, psychology, social work/welfare, general education, vocational rehabilitation and disability studies.
Author | : Nicole Gleen Osher |
Publisher | : |
Total Pages | : 117 |
Release | : 2013 |
Genre | : Autonomy (Psychology) |
ISBN | : |
Author | : Gloria D. Campbell-Whatley |
Publisher | : |
Total Pages | : 140 |
Release | : 2004 |
Genre | : Education |
ISBN | : |
Author | : Ellen OKeefe |
Publisher | : |
Total Pages | : 260 |
Release | : 2010-04 |
Genre | : |
ISBN | : 9783838330464 |
Author | : Ellen M. O'Keefe |
Publisher | : |
Total Pages | : 502 |
Release | : 2004 |
Genre | : Learning disabled teenagers |
ISBN | : |
Author | : Audryn Damron |
Publisher | : |
Total Pages | : 105 |
Release | : 2015 |
Genre | : |
ISBN | : |
The purpose of this study was to examine the effects of explicitly teaching self-advocacy skills to three middle school students with mild/moderate disabilities by having them memorize a script and request accommodations in a training and generalization setting. The intervention components included 16 lessons comprising discussion and reflections about their disabilities and educational rights under IDEA, a four-part script and a promoting procedure. The script included (a) greeting teacher and asking if it's a good time to talk, (b) expressing concern with assignment, (c) asking for accommodation, and (d) thanking teacher. The dependent variables were (a) frequency, measured by the number of cumulative requests made over the course of the study, and (b) accuracy, measured by number of steps aligning with the pre-rehearsed script. Results, evaluated between the intervention and the dependent variables. Results suggest that special education teachers can effectively teach self-determination skills, allowing students with disabilities to self-advocate for accommodations in the general education setting. Further research is needed to confirm current findings.
Author | : Deanna J. Sands |
Publisher | : Brookes Publishing Company |
Total Pages | : 388 |
Release | : 1996 |
Genre | : Education |
ISBN | : |
Recognizing that self-determination is one of the building blocks of independance for people with disabilities, this forward-looking book explores the theoretical, developmental, and practical aspects of decision making. Written by adults with disabilities, parents of children with disabilities, and professionals working in the field, this candid resource offers a host of suggestions on how to : - encourage the growth of self-esteem ; - incorporate self-determination skills into educational programs ; - begin skill training in the home ; - promote self-determination throughout the life span ; - evaluate the progress of skill acquisition. For a balanced perspective of the issues pertinent to self-determination and choice making, professionals, family members, and people with disabilities will want the wisdom found in "Self-determination across the life span."