Promoting Self-Determination in Early Childhood: A Mixed-Methods Review

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Determination, Teacher Leadership, and Effective Interventions in Early Childhood Special Education (Table 31)

Abstract

The self-determination status of people with disabilities is a predictor of overall quality of life, and though research is scant with this population, acquisition of self-determination skills begins in early childhood. To that end, we conducted a mixed-methods literature review of recently published literature on interventions or programs promoting self-determination skills for students with or at-risk for disabilities in early childhood. Results indicated that only engagement, problem solving, and self-regulation skills were the focus of interventions or programs demonstrating a gap in the literature on self-determination for this population. They also indicated a lack of research with children from diverse backgrounds and female children, indicating a need for increased focus in these areas. Limitations and implications for research are discussed.

Authors

• Kari Alberque, University of North Carolina - Greensboro

• Somer Matthews, University of North Carolina - Greensboro

• Ashley Gentry, University of North Carolina - Greensboro