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Understanding Self-Determination and Transition Planning: High School Students' Perspectives

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Title	Understanding Self-Determination and Transition Planning: High School Students' Perspectives
Subject	ecological systems theory, self-determination, self-determination theory, specific learning disability, students' perspectives, transition planning
Description	The purpose of this qualitative study was to understand how students with a specific learning disability understood, defined and engaged in the self-determination process. Ninth grade students with specific learning disabilities who were enrolled in a Career Awareness and Pathways for Success course were asked to participate in the study. The criterion-based selection of eleven participants included all ninth grade students with a specific learning disability who received specialized instruction according to an Individualized Education Program; therefore, this was both a purposive sample and a convenience sample. Four sources of data were collected, including the use of a semi-structured interview format in individual interviews, recorded field notes and two primary source documents created in the course, which included the students' disability research papers and reflective journals. The current study utilized a multiple case study research method, in order to gain students' perspectives of the research questions. Following the data collection process, a continuous review and analysis of the data was completed in order to identify, categorize and funnel information into common themes as to how ninth grade students with a specific learning disability understood, defined and engaged in self-determination practices. Data was triangulated with the use of cross-case analysis and the constant comparative method as this was a multiple case study. From this constant comparative, reflective process, patterns and themes emerged from the data. Students described the impact of self-determination on their learning, their valuing of education, and their confidence in their own capacities and attributes. Four themes and multiple sub-themes emerged as the data was compared from incorporating all sources of data. The themes included: self-determination and external influences, including family influences, peer influences and both positive and negative school influences; self-awareness, such as students learning about their disability, understanding their strengths and needs and future planning; self-regulatory behaviors such as self-advocacy and accessing accommodations, and developing autonomous behavior.
Creator	Andrus, Robin Denise
Publisher	UMI
Contributors	Kieffer, Connie W., Wilmington University, New Castle, Delaware
Date	2010
Format	PDF
Rights	Andrus, Robin Denise

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