Faculty Insights on Teaching Self-Determination Skills in Postsecondary Education to Students with/without Disabilities

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Pathways to Independence: Postsecondary Experiences for Students with Disabilities

Abstract

While self-determination skills may serve as a predictor of success in higher education, limited research exists on faculty attitudes toward teaching these skills to students with and without disabilities. Therefore, the purpose of this study was to examine faculty’s knowledge of self-determination and perception of teaching self-determination skills to all college students. The data were analyzed using descriptive statistics and multivariate analysis of variance. Findings indicated that while the majority of participants were familiar with the term “self-determination,” and recognized its instructional value, their responses varied on their likelihood to teach skills. The most commonly used strategy to teach self-determination skills included infusing self-determination in instructional activities and using structured assignments. Recommendations and implications for practice and research are discussed.

Author

• Jacqueline Lubin, Quinnipiac University