A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 176-188 ◽  
Author(s):  
Kathryn M. Burke ◽  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Mayumi Hagiwara ◽  
Cristina Mumbardó-Adam ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Meta Analysis ◽  
School Context ◽  
Self Determination ◽  
Self Awareness ◽  
Life Outcomes ◽  
Self Advocacy ◽  
Grade Levels ◽  
Decision Making Problem

Promoting self-determination is critical to enabling young people to achieve education-related goals and positive postschool employment, community participation, and quality of life outcomes. By developing skills associated with self-determination such as choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge, students with disabilities are better prepared to make purposeful decisions and choices. We conducted a meta-analysis of the literature on interventions to promote self-determination and associated skills with students with disabilities in the school context. We analyzed the types of interventions, populations of students with whom they were implemented, outcomes, and rigor of research. Results demonstrated that interventions to promote self-determination can be effective for students across grade levels, disability labels, and settings. There remains a need for increased focus on promoting self-determination within inclusive, general education settings with students with and without disabilities and of diverse backgrounds. Future researchers should also focus on the rigor of methodological design and associated reporting when conducting school-based research. Additional implications for research and practice are discussed.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers

2018 ◽  
Vol 41 (3) ◽  
pp. 185-189 ◽  
Author(s):  
Mindy E. Lingo ◽  
Kendra L. Williams-Diehm ◽  
James E. Martin ◽  
Amber E. McConnell
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Education Program ◽  
Individualized Education Program ◽  
Self Determination ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Disability Awareness

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.

The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings

2020 ◽  
Vol 58 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Sheida K. Raley ◽  
Kathryn M. Burke ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
...  
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Support Needs ◽  
Self Awareness ◽  
Self Advocacy ◽  
Cultural Sustainability ◽  
Inclusive Settings ◽  
Decision Making Problem ◽  
The Impact

Abstract There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments

2019 ◽  
Vol 113 (2) ◽  
pp. 114-128
Author(s):  
Jennifer L. Cmar
Keyword(s):  
Students With Disabilities ◽  
Low Vision ◽  
Contextual Information ◽  
Visual Impairments ◽  
Individualized Education Program ◽  
Self Determination ◽  
Computer Assisted ◽  
Self Advocacy ◽  
Starting Point ◽  
Year 2000

Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self-Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary.

I Stand with Henry

2015 ◽  
pp. 118-132 ◽  
Author(s):  
Kirsten Loutzenhiser ◽  
Robert A. Cropf
Keyword(s):  
Social Media ◽  
General Education ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Single Case ◽  
Middle School Student ◽  
Students With Special Needs ◽  
Self Advocacy ◽  
For Profit ◽  
Not For Profit

This study investigates a virtual ad-hoc organization known as “I Stand With Henry” (ISWH). It features an individual middle school student with autism practicing self-advocacy. His mission is to support inclusion and get his school district to sanction his ability to be included in the general education setting instead of a separate school for students with special needs. While ISWH is not an official not-for-profit organization, is performs similar functions. Through an in-depth analysis of the ISWH Facebook page, virtual ad-hoc organizations redefine what it means to be a not-for-profit organization. This study analyzes how social media gives voice to the voiceless and how social media equalizes marginalized voices for all students with disabilities to exercise their rights. The chapter employs analyzes conversations within a single case to construct a virtual advocacy model that explains the success of ISWH.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

Virtual Mentoring and Persistence in STEM for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 205-214 ◽  
Author(s):  
Noel Gregg ◽  
April Galyardt ◽  
Gerri Wolfe ◽  
Nathan Moon ◽  
Robert Todd
Keyword(s):  
Students With Disabilities ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination ◽  
Stem Learning ◽  
Self Advocacy ◽  
Virtual Mentoring ◽  
Mentoring Practices ◽  
Growth Differences ◽  
And Mathematics

The purpose of this study was to investigate the effectiveness of virtual mentoring for enhancing the persistence of secondary and postsecondary students with disabilities engaged in science, technology, engineering, and mathematics (STEM) learning. The student participants ( N = 189) were all engaged in STEM coursework and enrolled in a virtual-mentoring program for a span of 4 years. Persistence was measured with an online survey designed to evaluate growth across self-determination, self-advocacy, STEM aspirations, and self-efficacy (math and science). After participating in virtual-mentoring practices, the most significant improvement was demonstrated in students’ perception of self-determination and self-advocacy. Growth differences were identified across type of disability and race/ethnicity populations. Implications pertaining to STEM aspirations and self-efficacy were addressed.

Goal-Setting Instruction: A Step-by-Step Guide for High School Students

2019 ◽  
Vol 55 (5) ◽  
pp. 286-293
Author(s):  
Sara Estrapala ◽  
Deborah K. Reed
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Self Determination ◽  
Life Skill ◽  
Life Outcomes ◽  
School Students ◽  
And Behavior

Teaching self-determination skills to students with disabilities can improve both behavior and academic achievement while having a lasting impact on life outcomes. Specifically, goal setting is a highly useful and transferrable life skill that can enhance motivation, increase access to curriculum, and promote independence while improving academics and behavior. Unfortunately, students with disabilities are often not provided with adequate instruction to learn and practice goal-setting skills in school. To that end, this article presents a step-by-step guide for teachers to explicitly teach high school students with disabilities how to self-set goals to improve their behavior and academic achievement.

scholarly journals Supporting Students in the Classroom: Training Paraprofessionals to Teach Self- Advocacy and Self-Determination Skills

2019 ◽  
Vol 11 (1) ◽  
pp. 7-22
Author(s):  
Courteney Mayumi Tse ◽  
Melinda R. Pierson
Keyword(s):  
United States ◽  
Training Program ◽  
Students With Disabilities ◽  
Student Support ◽  
The United States ◽  
Self Determination ◽  
Advanced Training ◽  
Self Advocacy ◽  
Classroom Training ◽  
Support Students

Students with disabilities lack the skills to become independent self-advocates. This article details a training program that was implemented for paraprofessionals who support students with disabilities in public school classrooms in the United States. Results indicated that advanced training of paraprofessionals improved student support which led to greater independence for the students with disabilities.

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