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Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle SchoolsCalifornia State University, Fullerton, kstang{at}fullerton.edu
University of Wisconsin-Madison
Vanderbilt University
California State University, Fullerton Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle school teachers regarding the extent to which they valued and provided instruction in seven self-determination skill domains. Educators generally perceived self-determination to be an important curricular priority, and the majority reported teaching self-determination skills at least sometimes in their classrooms. Special educators' ratings of overall importance were significantly higher than those of general educators. Middle school teachers reported providing self-determination instruction more frequently than elementary school teachers. These findings lend additional support to calls for promoting self-determination within the general curriculum in the earlier grades.
Key Words: self-determination • elementary curriculum • access to general education curriculum
This version was published on August
1, 2009 The Journal of Special Education, Vol. 43, No. 2,
94-106 (2009) |
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