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A Qualitative Study of Preservice Teachers' Understanding of Self-Determination for Students With Significant DisabilitiesVirginia Commonwealth University, Richmond, cathoma{at}vcu.edu
Virginia Commonwealth University, Richmond
Virginia Commonwealth University, Richmond
Virginia Commonwealth University, Richmond Teaching self-determination to students with disabilities has long been a focus of the fields of special education and psychology, with much of the research focusing on why self-determination is important, the effects of self-determination skills on academic and adult outcomes, and identifying strategies teachers can use to teach self-determination in the classroom. The current study attempted to develop a greater understanding of how special education teacher candidates define and discuss self-determination within the context of a course on secondary special education and transition planning for students with significant intellectual disabilities. Researchers examined teachers' understanding of self-determination, their ability to incorporate self-determination into their daily instruction, and if their understanding reflected common misconceptions and misinterpretations.
Key Words: teacher preparation • self-determination • severe disabilities • cognitive disabilities • transition planning
This version was published on August
1, 2008 Career Development for Exceptional Individuals, Vol. 31, No. 2,
94-105 (2008) |
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