Self-determination perceptions and behaviors of diverse students with LD during the transition planning process

Research output: Contribution to journalArticle

Abstract

Transition models include components of student self-determination during transition planning meetings. Researchers acknowledge that cultural identity may influence both transition decisions and self-determination strategies. Yet the appropriateness of these approaches for culturally and linguistically diverse students with learning disabilities (LD) remains unknown. This study examined self-determination perceptions and behaviors of European American, African American, and Hispanic American male adolescents with LD. Data were collected during focus group and individual interviews, observations, and document reviews. Qualitative data analysis provided information about students' behaviors and perceptions during postsecondary transition planning. The findings indicated that differences within this group of diverse participants were subtle. Students identified themselves and family members - rather than teachers - as key players in transition planning. Students perceived that self-determination efforts were thwarted in school contexts, whereas self-determination opportunities in home contexts were more accessible and productive.

Original languageEnglish (US)
Pages (from-to)233-249
Number of pages17
JournalJournal of Learning Disabilities
Volume38
Issue number3
StatePublished - May 2005

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Personal Autonomy
Learning Disorders
self-determination
planning process
learning disability
Students
student
planning
Focus Groups
cultural identity
Hispanic Americans
African Americans
family member
data analysis
Group
Research Personnel
Interviews
adolescent
teacher
interview

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education

Cite this

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