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Record identifier : 565653
Personal Name - Primary Intelectual Responsibility : Lee, Suk-Hyang
Title and statement of responsibility : Promoting self-determination and student-directed learning as a curriculum augmentation to promote access to the general education curriculum for students with disabilities [Thesis]
Publication, Distribution,Etc. : The University of Kansas, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Kansas
Summary or Abstract : This dissertation consists of four chapters. Chapter 1 provides an introduction to the dilemma created for educators to address the dual IDEA mandates pertaining to transition services and access to the general education curriculum and provides evidence that promoting self-determination is a means to achieve both of these outcomes. Chapter 2 presents results from the first of two studies examining this hypothesized relationship. This study examined the relationship between self-determination and access to the general education curriculum based upon observational data indicative of access to the general education curriculum for 21 students with disabilities in the top 50 percentile of students based on measures of self-determination. Data were analyzed using a multilevel model regression analysis. The findings indicated that self-determination scores were not significant predictors of an overall indicator of access for a variety of potential reasons; however, there was a significant relationship between self-determination and both increased student academic and decreased competing responses, both of which have been shown to be correlated with positive academic outcomes. Chapter 3 provides findings from a second study investigating the impact of promoting self-determination (using the Self-Determined Learning Model of Instruction; SDLMI) as a curriculum augmentation on the access to the general education curriculum of students with disabilities. Employing a two-group pre-post measure design, 42 high school students with disabilities were assigned to an experimental ( n =20) and control group ( n =22). Students were observed in a core general education classroom before and after implementation of the intervention. The results of the study demonstrated that students with disabilities who used the SDLMI in the context of their general education core content class were able to achieve goals derived from the general education curriculum. There were no group, time, or group-by-time differences between treatment and control group students on overall access to the general education curriculum, or academic/competing responses, in part, because of the overall lack of curriculum augmentations and adaptations provided. Chapter 4 presents a synthesis of findings from both studies and overviews implications for future research and practice pertaining to promoting self-determination to enhance access to the general education curriculum..
Topical Name Used as Subject : Special education
Information of biblio record : TL
 
 
 
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