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Career Development for Exceptional Individuals
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Self-Determination for Students with Disabilities

A Narrative Metasynthesis

Brian Cobb

Colorado State University

Jean Lehmann

Colorado State University

Rebecca Newman-Gonchar

Instructional Research Group

Morgen Alwell

Appalachian State University

Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.

Key Words: meta-analysis • self-determination • secondary

This version was published on August 1, 2009

Career Development for Exceptional Individuals, Vol. 32, No. 2, 108-114 (2009)
DOI: 10.1177/0885728809336654
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