Relationship between Self-Determination and Leadership of Youth with Intellectual Disabilities
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Accessing post-secondary education has gained great attention in the special education field. Post-secondary education contributes to the advancement of career opportunities and educational equity for all. One of the fundamental functions of higher education is developing self-determination and leadership skills for the future. However, studies on leadership of students with intellectual disabilities are very limited. The main purposes of this study were to explore the relationship between self-determination skills and leadership and to investigate the factors impacting these two skills. It also compared self-determination and leadership of youth who attended community college programs and those who attended transition programs offered by the public schools. The results indicate that self-determination and leadership were significantly related and that youth attending post-secondary education demonstrated higher self-determination and leadership skills. Discussion was focused on the demographic variables that contributed to these skills and the recommendation was made that we must increase self-determination training in order to develop leadership skills in youth with intellectual disabilities.
Abstract
Accessing post-secondary education has gained great attention in the special education field. Post-secondary education contributes to the advancement of career opportunities and educational equity for all. One of the fundamental functions of higher education is developing self-determination and leadership skills for the future. However, studies on leadership of students with intellectual disabilities are very limited. The main purposes of this study were to explore the relationship between self-determination skills and leadership and to investigate the factors impacting these two skills. It also compared self-determination and leadership of youth who attended community college programs and those who attended transition programs offered by the public schools. The results indicate that self-determination and leadership were significantly related and that youth attending post-secondary education demonstrated higher self-determination and leadership skills. Discussion was focused on the demographic variables that contributed to these skills and the recommendation was made that we must increase self-determination training in order to develop leadership skills in youth with intellectual disabilities.
참고문헌 (47)
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