National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

• In Event: Postsecondary Access and Success for Students With Disabilities

Abstract

We examined the self-determination of English learners with disabilities in secondary school, based on secondary analysis of the National Longitudinal Transition Study 2012. Self-determination characteristics of English learners with disabilities differed significantly from that of other students with disabilities and students in the general population, including being less likely to act autonomously in several situations. Additionally, they were less likely to report empowerment- or self-realization related-behaviors than were English learner students in the general population. For example, English learners with disabilities were less likely to report that they kept trying even after getting something wrong or that they knew how to make good choices. Multivariate analyses exploring the factors related to self-determination will be completed prior to the presentation.

Authors

• Lynn A. Newman, SRI International

• Elisa B. Garcia, SRI International

• Audrey A. Trainor, New York University

• Melanie Chong, Vanderbilt University