Self-Determination of Secondary Students With Intellectual and Developmental Disabilities

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Transition and Postsecondary Access for All

Abstract

Research shows that supporting self-determination (SD) of students with intellectual and developmental disabilities (IDD) can lead to their positive school outcome and enhanced quality of life. The current study aimed to 1) provide educators (N = 34) with training on SD using an established curriculum, 2) understand the current capacity of secondary teachers, 3) determine the effectiveness of a SD training, and 4) investigate changes in the SD of secondary students (N = 33) with IDD, including those in transition program. The results show that there were increases in the students’ Decision and Choice-making and the educators’ capacity to support SD of their students with IDD.

Authors

• Satomi K. Shinde, University of Wisconsin - River Falls

• Renáta Tichá, University of Minnesota

• Brian Abery, University of Minnesota - Twin Cities