DOCTORAL STUDENTS’ PERCEPTIONS OF SELF-DETERMINATION FOR STUDENTS WITH DISABILITIES
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초록
The purpose of this study is to investigate special education doctoral students’ perceptions of self-determination for students with disabilities. This study is designed to examine what doctoral students who are preparing for the future role as faculty in special education know about self-determination and their views related its importance in their own studies and in future teaching. Specifically, this study identifies doctoral students’ knowledge of self-determination and general attitude toward self-determination. For this, an extensive literature review has been conducted in the area of self-determination for students with disabilities. The results of this study suggested that the high number of special education doctoral students as pre-faculty members in the department of special education indicated they understood the definition and components of self-determination. However, they need to have more sufficient knowledge about self-determination such as assessment, curricula, issues and trends. In addition, the results indicated that a majority of the doctoral students believed that self-determination is one of the most important skill sets acquired by students with disabilities, and they were willing to integrate self-determination knowledge and skills into their future teaching. Finally, limitations of this study and implications for further research are discussed.
Abstract
The purpose of this study is to investigate special education doctoral students’ perceptions of self-determination for students with disabilities. This study is designed to examine what doctoral students who are preparing for the future role as faculty in special education know about self-determination and their views related its importance in their own studies and in future teaching. Specifically, this study identifies doctoral students’ knowledge of self-determination and general attitude toward self-determination. For this, an extensive literature review has been conducted in the area of self-determination for students with disabilities. The results of this study suggested that the high number of special education doctoral students as pre-faculty members in the department of special education indicated they understood the definition and components of self-determination. However, they need to have more sufficient knowledge about self-determination such as assessment, curricula, issues and trends. In addition, the results indicated that a majority of the doctoral students believed that self-determination is one of the most important skill sets acquired by students with disabilities, and they were willing to integrate self-determination knowledge and skills into their future teaching. Finally, limitations of this study and implications for further research are discussed.
참고문헌 (27)
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