A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities

Lee, Suk-Hyang; Palmer, Susan B.; Turnbull, Ann P.; Wehmeyer, Michael L.

doi:10.1177/004005990603800305

Cited by 17 publications

(14 citation statements)

References 6 publications

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“…For example, Field and Hoffman (1999) argued that family involvement is necessary to support students with more intensive support needs to learn self-determination skills. S. H. Lee, Palmer, Turnbull, and Wehmeyer (2006) introduced a model, the Self-Determined Learning Model of Support, to facilitate home-school connections around promoting self-determination, supporting families to reinforce at home what teachers are teaching at school. Abery et al (1994) developed a self-determination family education curriculum.…”

Section: Microsystemmentioning

confidence: 99%

A Social–Ecological Analysis of the Self-Determination Literature

Shogren¹

2013

Intellectual and Developmental Disabilities

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This paper uses a social-ecological lens to examine self-determination research, attempting to organize what is known (and unknown) about contextual factors that have the potential to impact the development and expression of self-determined behavior in people with disabilities across multiple ecological systems. Identifying and categorizing the contextual factors that researchers suggest influence self-determination have the potential to allow for the development of a framework that promotes systematic consideration of contextual factors when designing, implementing, and evaluating supports to promote self-determination. Directions for future research and practice are discussed.

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Section: Microsystemmentioning

confidence: 99%

A Social–Ecological Analysis of the Self-Determination Literature

Shogren¹

2013

Intellectual and Developmental Disabilities

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“…Although several articles and publications have recommended strategies parents might implement at home (e.g., Brotherson, Cook, Erwin, & Weigel, 2008;Thoma & Wehman, 2010;Weir et al, 2011), there have been few rigorous evaluations of interventions delivered in these out-of-school contexts. Second, existing efforts to foster student self-determination would be enhanced by stronger collaboration and coordination across school and home settings (Field & Hoffman, 1999;Lee, Palmer, Turnbull, & Wehmeyer, 2006). For students with intellectual disability or autism-who often have difficulties generalizing newly learned skills across contextssuch synchronized efforts could increase both the number and diversity of self-determination skillbuilding opportunities these children encounter throughout the week.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability

Carter

Lane²,

Cooney³

et al. 2013

American Journal on Intellectual and Developmental Disabilities

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Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental disabilities. We examined how 627 parents of children with intellectual disability or autism attending one of 34 randomly selected school districts (a) rated the importance of 7 component skills associated with self-determination, (b) assessed their children's performance in relation to those 7 skills, and (c) evaluated the overall self-determination capacities of their children. Although parents highly valued all of the self-determination skills, the degree to which their children were reported to perform the skills well was fairly low. Several factors predicted higher levels of self-determination, including educational setting, the presence of challenging behaviors, and perceived disability severity. We conclude by offering recommendations for equipping parents to better support their children's self-determination development.

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“…Research indicates that self-determination can enhance the quality of life for young children with special needs and their families (Lee et al, 2006) and that the home environment is the most critical place for young children to improve their self-determination skills (Wehmeyer & Palmer, 2000). The purpose of this article is to examine a body of research focusing on development of selfdetermination skills for young CLD children with special needs.…”

Section: Implications For Young Cld Children With Special Needsmentioning

confidence: 99%

“…The majority of research in self-determination has focused on schoolaged or transition-aged students with disabilities; only recently have more studies begun to concentrate on the effect of self-determination in young children (Blasco, Falco, & Muscon, 2006;Lee, Palmer, Turnbull, & Wehmeyer, 2006;Shogren & Turnbull, 2006). Self-determination has been widely recognized as a way to obtain a better quality of life through successful transition processes for high school students or youth with disabilities (Blasco et al, 2006;Lee et al, 2006;Shogren & Turnbull, 2006;Zhang, 2005). Although there is a dearth that documents the relationship between the levels of self-determination behaviors and age-or experience-related differences, there is evidence citing that knowledge and competence in developing selfdetermination behaviors are acquired at an early age (Doll, Sands, Wehmeyer, & Palmer, 1996;Erwin et al, 2009;Palmer & Wehmeyer, 2002).…”

mentioning

confidence: 99%

Self-Determination of Young Children With Special Needs From Culturally and Linguistically Diverse Backgrounds

Chu

2012

Preventing School Failure: Alternative Education for Children a

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Teaching self-determination skills is an effective way to improve the quality of life of individuals with disabilities. Embedding selfdetermination strategies in early childhood curriculum helps students with disabilities gain access to the general education. Considering families' cultural values can improve relationships between professionals and parents, as well as maximum the effectiveness of intervention. However, there has been limited research to address self-determination in young children from culturally and linguistically diverse backgrounds. This article is a literature review of studies that addressed self-determination in young children with special needs and those from culturally and linguistically diverse backgrounds. An analysis of the findings reveals that self-determination needs to be adapted according to a child's age and their cultural values. To promote development of self-determination in young children with disabilities from culturally and linguistically diverse backgrounds and to build collaborative relationships with families, professionals need a better understanding of various cultural values. Implications and practices for professionals and educators are provided.

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A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities

Cited by 17 publications

References 6 publications

A Social–Ecological Analysis of the Self-Determination Literature

A Social–Ecological Analysis of the Self-Determination Literature

Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability

Self-Determination of Young Children With Special Needs From Culturally and Linguistically Diverse Backgrounds

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