Self-Determination Theory and Academic Engagement of Students With Learning Disabilities

• In Event: Poster Session 8
  In Poster Session: Current Topics in Special Education Poster Session

Abstract

This research examined supports for relatedness, competence and autonomy as outlined in Self-determination Theory (SDT) (Deci & Ryan, 2000) in a special education classroom setting for students with learning disabilities. Case study methodology was employed to examine ways in which the classroom context supported students’ psychological needs and the resultant impact on student engagement in educational practices. Analysis showed that the classroom context provided considerable support for relatedness and competence, but minimal support for autonomy. Students reported demonstrating greater engagement in educational practices than in previous regular education classrooms. However, in line with SDT, a variety of patterns of engagement were identified among three students selected for in depth study.

Authors

• Teresa Jenkins, Surrey School District #36

• Maureen Hoskyn, Simon Fraser University