Perceptions of teachers regarding the promoting of self-determination skills in students with specific learning disabilities

Perceptions of teachers regarding the promoting of self-determination skills in students with specific learning disabilities. (2014). Perceptions of teachers regarding the promoting of self-determination skills in students with specific learning disabilities.

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Title	Perceptions of teachers regarding the promoting of self-determination skills in students with specific learning disabilities
Abstract	Field et al. (1998) defined self-determination as a set of skills, beliefs, and knowledge that allows an individual to self-regulate and assume responsibility autonomously. This qualitative, multi-method (Creswell, 2011) study aims to explore the perceptions of teachers in the field of special education in regards to the promotion of self-determination in students with a specific learning disability (SLD) in third through ninth grades prior to the implementation of the transition plan of the Individualized Education Plan (IEP). For the purpose of this study, five sub-skills of student self-determination are the main focus: self-awareness, self-concept, self-efficacy, self-regulation, and self-advocacy. These skills support the students in order to acknowledge their strengths, needs, and appeal for their rights. Preparing students to attend their IEP meetings is pertinent to their participation, development of self-awareness, self-concept, self-efficacy, self-regulations, and self-advocacy as well as their self-empowerment throughout their lifespan. The data collected from focus group sessions, academic documents (lesson plans, goal pages, transition plan page etc.), and anecdotal notes are presented which includes the perceptions of teachers in the field of special education who interact with students with a SLD prior to the transition plan age. Keywords: specific learning disability (SLD), self-determination, self-awareness, self-concept, self-efficacy, self-regulation, self-advocacy.
Date	2014

Details

Title: Perceptions of teachers regarding the promoting of self-determination skills in students with specific learning disabilities
Personal Name(s): Hill, Annah Lea
Helterbran, Valeri R.
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Helterbran, Valeri R. Committee members: Shirley Johnson; Kelli Paquette.
Topical Subject(s): Special education