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The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School./
作者:	Gross, Trudy Ruth.
面頁冊數:	1 online resource (249 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355155044

The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.
Gross, Trudy Ruth.

The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. - 1 online resource (249 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of San Francisco, 2017.

Includes bibliographical references

By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of self-determination may express interests and goals through their own authentic voice. The purpose of this qualitative case study was to describe the experiences and participation of two high-school students labeled with intellectual disability or autism at their Individualized Education Program (IEP) meetings following participation in the Self-Determined Learning Model of Instruction (SDLMI). Student participation in the IEP process provides an avenue through which self-determined qualities emerge, and verbal and nonverbal participation can occur in a meaningful way. Connections, patterns, and insights were examined to create an overall picture of the essential characteristics and component elements of self-determination displayed by the participating students, and through self-determination reports as expressed by the participating educators and parents.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355155044Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ed.D.)--University of San Francisco, 2017.
504 $a Includes bibliographical references
520 $a By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of self-determination may express interests and goals through their own authentic voice. The purpose of this qualitative case study was to describe the experiences and participation of two high-school students labeled with intellectual disability or autism at their Individualized Education Program (IEP) meetings following participation in the Self-Determined Learning Model of Instruction (SDLMI). Student participation in the IEP process provides an avenue through which self-determined qualities emerge, and verbal and nonverbal participation can occur in a meaningful way. Connections, patterns, and insights were examined to create an overall picture of the essential characteristics and component elements of self-determination displayed by the participating students, and through self-determination reports as expressed by the participating educators and parents.
520 $a Previous research has shown that direct instruction informing students about the IEP process and incorporating skills such as decision-making, problem-solving, goal-setting, self-advocacy, and self-awareness is predictive of self-determination. Findings from this study demonstrated that incorporating the essential characteristics and component elements of self-determination into classroom instruction through the SDLMI were reflected in student participation in their IEP meeting, and reinforced the role that adult members of the team can have in the co-construction of information. Both classroom instruction and co-construction of information are important steps in ensuring that students are participating in, and not simply attending, their IEP meeting. Implications for future research and educational practice were explored.
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710 2 $a University of San Francisco. $b Education. $3 1182741
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