A review of the published literature on self-determination and self-advocacy was conducted to determine implications for practitioners who are interested in implementing various curricula. Articles on self-determination and self-advocacy published between 1992 and 1999 were reviewed. None of these articles were directly related to student-led Individualized Education Programs. Results of the research studies documenting the impact on developing curricula for self-determination are described.
The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.
The collaborative campus-school district special education teacher preparation model at Arizona State University-West integrated the self-determination literature with the student-led Individualized Education Program (IEP) process and competency-based teacher education. Pre-post definitions of self-determination, evaluation of program impact in terms of self-reported ratings of confidence and competence related to Council for Exceptional Children core competencies for beginning special educators, and representative case studies of preservice teachers' data-based instruction programs linking self-determination, IEP goals, and state standards for students with disabilities are reported in this article.
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