Benefits of and barriers to elementary student-led individualized education programs.
An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often...
| Publicado en: | Remedial & Special Education Vol. 30; no. 4; pp. 225 - 234 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Sage Publications Inc.
Jul/Aug2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105431683&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105431683 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07419325 RSE jtl: Remedial & Special Education issn: 07419325 maglogo: Y pubinfo: dt: Jul/Aug2009 vid: 30 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105431683 2010381801 10.1177/0741932508315650 105431683 ppf: 225 ppct: 9 formats: tig: atl: Benefits of and barriers to elementary student-led individualized education programs. aug: au: Danneker JE Bottge BA affil: Winona State University, Minnesota; jedanneker@winona.edu sug: subj: Curriculum Education, Special Schools, Elementary Students with Disabilities Adolescence Audiorecording Autonomy Child Faculty Attitudes Female Male Outcomes of Education Parental Attitudes Semi-Structured Interview Student Attitudes Thematic Analysis Human Adolescent: 13-18 years Child: 6-12 years Female Male ab: An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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