Self-determination for students with learning disabilities: Is it a universal value?

Research output: Contribution to journalArticle

Abstract

Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning.

Original languageEnglish (US)
Pages (from-to)711-725
Number of pages15
JournalInternational Journal of Qualitative Studies in Education
Volume15
Issue number6
DOIs
StatePublished - Nov 2002

ASJC Scopus subject areas

  • Education

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