The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities-Reference-Cited by-同舟云学术

The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities

Published:2010-01-29 Issue:2 Volume:45 Page:104-117
ISSN:0022-4669
Container-title:The Journal of Special Education
language:en
Short-container-title:J Spec Educ

Author:

Lee Youngsun¹,Wehmeyer Michael L.²,Palmer Susan B.²,Williams-Diehm Kendra³,Davies Daniel K.⁴,Stock Steven E.⁴

Affiliation:

1. Inha University, Incheon, Korea,

2. University of Kansas, Lawrence, KS, USA

3. University of Oklahoma, Norman, OK, USA

4. Colorado Springs, CO, USA

Abstract

The purpose of this study was to investigate the impact of student-directed transition planning instruction ( Whose Future Is It Anyway? curriculum) with a computer-based reading support program ( Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group ( n = 86) and control group ( n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research.

Publisher

SAGE Publications

Subject

Rehabilitation,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0022466909358916

Reference51 articles.

1. Working With Missing Values

2. Acquisition of Basic Concepts by Children with Intellectual Disabilities Using a Computer-Assisted Learning Approach

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