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Examining Individual and Environmental Factors on Levels of Self-Determination of Students with Disabilities : The Relationship between Self-Determination and Disability Categories, Gender, and Educational Settings

서효정|Michael L. Wehmeyer|Susan B. Palmer|Jane H. Soukup|Kendra Williams-Diehm|Karrie Shogren
한국특수교육문제연구소 (Research Institute of the Korea Special Education)|2012.06|특수교육저널:이론과 실천 (Journal of Special Education: Theory and Practice)|제13권 제2호|pp. 1-22|DOI http://dx.doi.org/

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키워드

장애학생자기결정Self-determination환경적 요소Environmental factorIndividual factorStudents with disabilities개인적 요소
주제분류교육학

초록

Self-determination for students with disabilities has gained increased attention in special education since the early 1990s. During this time, research has documented theoretical frameworks to provide a solid understanding of self-determination. Despite different theoretical frameworks to consolidate the underlying construct of self- determination, each framework has common traits: the individual characteristics and environmental factors. This study examined individual characteristics (i.e., primary disability and gender) and environmental characteristics (i.e., educational setting) to identify the impact on the levels of students’ self-determination. Results indicate that only disability categories have a significant impact on students’ relative levels of self-determination. Implications and future directions for research and practice are discussed.

Abstract

Self-determination for students with disabilities has gained increased attention in special education since the early 1990s. During this time, research has documented theoretical frameworks to provide a solid understanding of self-determination. Despite different theoretical frameworks to consolidate the underlying construct of self- determination, each framework has common traits: the individual characteristics and environmental factors. This study examined individual characteristics (i.e., primary disability and gender) and environmental characteristics (i.e., educational setting) to identify the impact on the levels of students’ self-determination. Results indicate that only disability categories have a significant impact on students’ relative levels of self-determination. Implications and future directions for research and practice are discussed.

참고문헌 (42)

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