Thesis

The effect of direct instruction on the special education high school student's knowledge of 14 dimensions of self-determination

The purpose of this study is to determine if special education high school students who receive direct instruction on the 14 dimensions of self-determination will acquire knowledge that will help them to develop empowerment over their lives. Twenty high school students were given a pretest and post-test on 14 dimensions of self-determination that included identification of their disability, their strengths, their weaknesses, their goals, their ability to advocate for themselves, and the ability to show leadership. The results indicated that direct instruction does enhance a students' knowledge on the dimensions of self-determination. The author discussed the need for future research in order to assess students' success in using their skills of self-determination in the real world. Key Words: Self-determination, special education, Individual Education Program Student-led IEPs

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