Training Students In Self Advocacy Self Determination Skills
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Training Students In Self Advocacy Self Determination Skills
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Author : Ellen OKeefe
language : en
Publisher:
Release Date : 2010-04
Training Students In Self Advocacy Self Determination Skills written by Ellen OKeefe and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-04 with categories.
Teaching Self Determination To Students With Disabilities
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Author : Michael L. Wehmeyer
language : en
Publisher:
Release Date : 1998
Teaching Self Determination To Students With Disabilities written by Michael L. Wehmeyer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Education categories.
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.
Teaching Self Determination Skills To Middle School Students With Specific Learning Disabilities
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Author : Audryn Damron
language : en
Publisher:
Release Date : 2015
Teaching Self Determination Skills To Middle School Students With Specific Learning Disabilities written by Audryn Damron and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
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.
Training Middle School Students With Learning Disabilities In Self Advocacy Self Determination Skills
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Author : Ellen M. O'Keefe
language : en
Publisher:
Release Date : 2004
Training Middle School Students With Learning Disabilities In Self Advocacy Self Determination Skills written by Ellen M. O'Keefe and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Learning disabled teenagers categories.
Self Determination In Elementary School
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Author : Kaitlyn Coyne
language : en
Publisher:
Release Date : 2016
Self Determination In Elementary School written by Kaitlyn Coyne and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
There is a lack of research demonstrating self-determination skills being taught at the elementary level. This pre-post design study examined the impact of implementing a self-determination curriculum unit to two groups of fourth graders, ages nine to eleven years old, who receive special education for various diagnoses, including specific learning disability, speech and language impairment, other health impairment, and autism. Eleven students learned about self-determination (i.e. self-awareness, self-advocacy, choice making, and goal setting) through 28 lessons which included the use of role playing, hands-on activities, and literature. All participants, students, their parents, and their teachers, completed the AIR Self-Determination Scale before and after the curriculum intervention. Researcher reflection notes, student responses to post-intervention motivation scales, responses to research supplemental questions on pre- and post-surveys from parents and teachers were additional data sources. The findings indicate that overall, there were examples of growth in students' self-determined behaviors. In particular, the capacity scores from the AIR measure showed an increase in perceptions of students' self-determination skills, based on parent and teacher surveys. In discussions during the unit lessons, all students were able to articulate their goals and recognize the meaning of key self-determination terms in various aspects of the curriculum. Recommendations for practice include implementing the curriculum unit with a larger number of students, including students in general education and those with more significant disabilities. Further research should be conducted to identify more long term effects of elementary-level self-determination curriculum for students with disabilities.
Student Directed Learning
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Author : Martin Agran
language : en
Publisher: Wadsworth Publishing Company
Release Date : 1997
Student Directed Learning written by Martin Agran and has been published by Wadsworth Publishing Company this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
Addressing a topic that has received much recent professional interest, Student-Directed Learning: Teaching Self-Determination Skills provides clear, step-by-step instruction on how to teach students with disabilities to manage and assume responsibility for their own learning. Up-to-date and comprehensive, this book is one of the first to address the programmatic shift in special education from dependence to independence. The authors go beyond definitions and provide a detailed and systematic means of teaching self-management and self-determination - skills that are essential when teaching people with disabilities to manage and chart their own behavior.
Theory In Self Determination
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Author : Michael L. Wehmeyer
language : en
Publisher: Charles C Thomas Publisher
Release Date : 2003-01-01
Theory In Self Determination written by Michael L. Wehmeyer and has been published by Charles C Thomas Publisher this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-01 with Autonomy (Psychology) categories.
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.
Promoting Self Determination In Students With Developmental Disabilities
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Author : Michael L. Wehmeyer
language : en
Publisher: Guilford Press
Release Date : 2007-04-14
Promoting Self Determination In Students With Developmental Disabilities written by Michael L. Wehmeyer and has been published by Guilford Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-04-14 with Education categories.
Affordable and complete, this book provides evidence-based strategies to promote self-determination, and is the first volume to combine both theory and practice in this area. Because self-determination is a key issue for students with moderate and severe disabilities, this is an ideal resource for middle and secondary special educators, school psychologists, and other school practitioners.
A Practical Guide For Teaching Self Determination
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Author : Sharon Field
language : en
Publisher:
Release Date : 1998
A Practical Guide For Teaching Self Determination written by Sharon Field and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Education categories.
Targeted at special education teachers/special population instructors, work experience coordinators, vocational assessment personnel, and guidance counselors, this guide examines the relationships among career development, transition, and self-determination for students with disabilities. The guide uses a question-and-answer format to identify and respond to key topics that practitioners need to address to promote student self-determination in their service settings, and provides detailed reviews of over 30 curriculum materials and assessment tools in the area of self-determination. Specific chapters address: (1) the importance of self-determination and school and family-based interventions to support the development of self-determination; (2) student involvement in the Individualized Education Program and transition process and specific strategies to prepare students for participation and to increase student participation; (3) assessment of self-determination; (4) instructional practices that promote self-determination and family and school administrator roles in promoting self-determination in students; (5) self-determination instructional materials review; and (6) key issues and future directions in self-determination. Curriculum and assessment resources available to educators and service providers are described throughout the guide along with appropriate contact information. In addition, an appendix includes an annotated bibliography of recent articles and books written on the topic of self-determination. (Each chapter contains references.) (CR)
The Impact Of The Career And Self Advocacy Program On The Self Determination Skills Of Youth With Disabilities
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Author : Stephen C. Denney
language : en
Publisher:
Release Date : 2007
The Impact Of The Career And Self Advocacy Program On The Self Determination Skills Of Youth With Disabilities written by Stephen C. Denney and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Autonomy in adolescence categories.
The purpose of this study was to measure the impact of the Career and Self-Advocacy Program (CASAP) on students' level of self-determination and attainment of transition related goals. A Goal Attainment Scaling (GAS) process measured how well participants achieved their goals and the AIR Self-Determination Scale served to measure the students' self-determination skills. A total of ten students with learning disabilities and cognitive disabilities participated in this study. Parents and educators provided input for the students' goals and rated the students after the program concluded. Parents, educators, and students completed the AIR Self-Determination scale. Descriptive statistics, analysis of variance, and correlation methods were applied to the data in order to address the questions of interest. Overall, a majority of the students achieved their transition related goals as assessed through the GAS. Pre and post program differences were found for capacity for self-determination, but not for opportunity for self-determination, however opportunities at school were more easily connected to teaching self-determination to students with disabilities.