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Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D. – Assessment for Effective Intervention, 2015
Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the global…
Descriptors: Self Determination, Adolescents, Mental Retardation, Learning Disabilities
Shogren, Karrie A.; Plotner, Anthony J.; Palmer, Susan B.; Wehmeyer, Michael L.; Paek, Youngshil – Education and Training in Autism and Developmental Disabilities, 2014
Promoting student self-determination is recognized as a key component of effective transition supports and services for youth with disabilities. This study examined differences in teacher perceptions of student capacity and opportunity for self-determination over the course of an academic year based on teacher assignment to a treatment group that…
Descriptors: Self Determination, Disabilities, Teacher Attitudes, Ability
Grigorenko, Elena L.; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F.; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard – Journal of Learning Disabilities, 2015
The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337…
Descriptors: Academic Achievement, Juvenile Justice, Statistical Analysis, Qualitative Research
Wiley, Andrew L.; Kauffman, James M.; Plageman, Kristen – Exceptionality, 2014
Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…
Descriptors: Disability Identification, Behavior Disorders, Emotional Disturbances, Special Education
Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Tracey, Danielle; Barker, Katrina – Topics in Early Childhood Special Education, 2015
Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Mainstreaming
Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data from NLTS2
Karrie A. Shogren; William Kennedy; Chantelle Dowsett; Mauricio Garnier Villarreal; Todd D. Little – Career Development and Transition for Exceptional Individuals, 2014
This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment--directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in…
Descriptors: Self Determination, Personal Autonomy, Self Actualization, Empowerment
Barrat, Vanessa X.; Berliner, BethAnn; Voight, Adam; Tran, Loan; Huang, Chun-Wei; Yu, Airong; Chen-Gaddini, Min – Regional Educational Laboratory West, 2014
This report describes the characteristics of students with disabilities in Utah public schools, and presents the single-year mobility and dropout rates for students in grades 6-12, as well as the four-year cohort dropout and graduation rates, for students who started grade 9 for the first time in 2007/08 and constituted the 2011 cohort. Results…
Descriptors: Graduation Rate, Dropout Rate, Disabilities, Outcomes of Education
Chou, Yu-Chi – ProQuest LLC, 2013
This dissertation consists of four chapters. Chapter 1 provides an introduction to the self-determination literature documenting the importance of promoting the self-determination of transition and secondary age students with disabilities, as well as a summary of research examining the self-determination of students with disabilities across…
Descriptors: Self Determination, Disabilities, Transitional Programs, Autism
Sullivan, Terri N.; Sutherland, Kevin S.; Lotze, Geri M.; Helms, Sarah W.; Wright, Stephen A.; Ulmer, Lisa J. – Journal of Emotional and Behavioral Disorders, 2015
A mixed methods approach was used to identify problem situations in peer and school contexts experienced by urban middle school students with high incidence disabilities that may impact their emotional and behavioral adjustment. A survey and semi-structured interview were conducted with a predominantly African American sample (95%) of 74…
Descriptors: Mixed Methods Research, Urban Schools, Middle School Students, Disabilities
Wehmeyer, Michael L.; Shogren, Karrie A.; Palmer, Susan B.; Williams-Diehm, Kendra L.; Little, Todd D.; Boulton, Aaron – Exceptional Children, 2012
Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of…
Descriptors: Disabilities, Self Determination, Teaching Methods, Teaching Models
Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D. – Remedial and Special Education, 2012
Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on…
Descriptors: General Education, High School Students, Success, Models
Walker, David W.; Haley-Mize, Shannon – Teacher Education and Special Education, 2012
Previous research conducted by Nelson and Coorough (1994) found support for the statement that PhD programs were more research oriented, whereas doctorate of education (EdD) programs were more oriented to the educational practitioner. This previous study, however, had grouped all dissertations in education and had not looked at dissertations by…
Descriptors: Research Design, Disabilities, Doctoral Dissertations, Content Analysis
Hallahan, Daniel P.; Keller, Clayton E.; Martinez, Elizabeth A.; Byrd, E. Stephen; Gelman, Jennifer A.; Fan, Xitao – Exceptional Children, 2007
This study compared interstate variability of prevalence rates for special education categories from 1984 to 1985 through 2001 to 2002, using the coefficient of variation (CV), which is designed to compare variances when the means of the groups compared are radically different. The category of learning disabilities, presumed by many to be the most…
Descriptors: Learning Disabilities, Hearing Impairments, Language Impairments, Speech Impairments
McDermott, Suzanne – American Journal on Mental Retardation, 1994
Data reports from South Carolina's 92 independent school districts during 1980-81 were used to calculate prevalence rates of mental retardation and learning disabilities. These prevalence rates were 41.66/1,000 children enrolled for mental retardation and 33.21/1,000 children enrolled for learning disabilities. Additional analysis showed that…
Descriptors: Incidence, Learning Disabilities, Mental Retardation, School Districts

Hodapp, Albert F.; Hodapp, Joan B. – Psychology in the Schools, 1980
PPVT and WISC-R scores were compared for students ranging in age from 6 to 16. In descending order, Pearson product correlations ranked best for the total sample, emotionally disabled, regular class, mentally retarded, and learning disabled. The PPCT overestimated ability. (Author)
Descriptors: Comparative Analysis, Educational Diagnosis, Elementary School Students, Emotional Disturbances
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