Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Using the Choice-making Skills of Students with Disabilities for Educational Planning

  • Marie Van Tubbergen, Ph.D. (Author) Department of Physical Medicine and Rehabilitation University of Michigan image/svg+xml
  • Donna Omichinski, B.A. (Author) Department of Physical Medicine and Rehabilitation University of Michigan
  • Seth Warschausky, Ph.D. (Author) Department of Physical Medicine and Rehabilitation University of Michigan
DOI
https://doi.org/10.64546/jaasep.40
Abstract
For students with significant speech and movement impairments, meaningful participation in educational planning activities is difficult. These students face barriers in communicating choices about daily activities and basic knowledge; therefore, student-initiated curriculum goals are not systematically included in IEP and transition planning processes. We present models for conceptualizing the 1) expression of choice in students with severe impairments in speech and movement, 2) inclusion of choice-making techniques and abilities into IEP documents, and 3) inclusion of choice-making in transition planning. Using these models, we argue that optimal student participation in educational planning requires clear identification of a student’s current choice-making techniques; and, that advanced techniques and abilities in expressing choices are best developed through systematic consideration in educational planning.
Keywords
Barriers, Student Participation, Decision Making, Individualized Education Programs, Planning, Transitional Programs
References

deFur, S., Getzel, E.E., & Kregel, J. (1994). Individual transition plans: A work in progress. Journal of Vocational Rehabilitation, 4, 139-145. DOI: https://doi.org/10.3233/JVR-1994-4209

Field, S. & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159-169. DOI: https://doi.org/10.1177/088572889401700205

Grigal, M., Neubert, D.A., Moon, M.S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97-112. DOI: https://doi.org/10.1177/001440290307000106

Grigal, M., Test, D.W., Beattie, J. & Wood, W.M. (1997). An evaluation of transition components of individualized education programs. Exceptional Children, 63, 357-372. DOI: https://doi.org/10.1177/001440299706300305

Halpern, A.S., Yovanoff, P., Doren, B., & Benz, M.R. (1995). Predicting participation in postsecondary education for school leavers with disabilities. Exceptional Children, 62, 151-164. DOI: https://doi.org/10.1177/001440299506200205

Kohler, P.D. & Field, S. (2003) Transition-Focused Education: Foundation for the Future. The Journal of Special Education, 37, 174-183 DOI: https://doi.org/10.1177/00224669030370030701

Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441-451. DOI: https://doi.org/10.1177/001440290407000404

Mason, M., McGahee-Kovac, M., Johnson, L., & Stillerman, S. (2002). Implementing student-led IEPs: Student participation and student and teacher reactions. Career Development for Exceptional Individuals, 25, 171-192. DOI: https://doi.org/10.1177/088572880202500206

Powers, L.E., Turner, A., Westwood, D., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-103. DOI: https://doi.org/10.1177/088572880102400107

Realon, R.E., Favell, J.E., & Loweree, A. (1990).The effects of making choices on engagement levels with persons who are profoundly mentally handicapped. Education and Training in Mental Retardation, 25, 299-305.

Schunk, D.H. (1985). Participation in goal setting: Effects on self-efficacy and skills on learning disabilities children. The Journal of Special Education, 19, 307-317. DOI: https://doi.org/10.1177/002246698501900307

Steere, D.E., Wood, R., Panscofar, L., & Butterworth, J. (1990) Transition from School-To-Adult-Life-Module 39. Indiana Designs Equitable Access for Learning. Retrieved October 4, 2006 from http://ideal.sf.edu/10047/narrative.asp

Test, D.W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W.M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391-412. DOI: https://doi.org/10.1177/001440290407000401

Van Tubbergen, M., Warschausky, S., Birnholz, J, & Baker, S. (in press). Choice beyond preference: Conceptualization and assessment of choice-making skills in children with significant impairments. Rehabilitation Psychology.

Wehmeyer, M.L. , Agran, M., & Hughes, C. (2000). A national survey of teachers‘ promotion of self-determination and student-directed learning. The Journal of Special Education, 34, 58-68. DOI: https://doi.org/10.1177/002246690003400201

Wehmeyer, M.L. & Schalock, R.L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33, 1-16. DOI: https://doi.org/10.17161/fec.v33i8.6782

There are 16 references in total.
How to Cite
Van Tubbergen, M., Omichinski, D., & Warschausky, S. (2008). Using the Choice-making Skills of Students with Disabilities for Educational Planning. Journal of the American Academy of Special Education Professionals, 3(1), 14-24. https://doi.org/10.64546/jaasep.40

Winter 2008

Article Information

  • Article Type Articles
  • Submitted December 31, 2007
  • Published February 15, 2008
  • Issue Winter 2008
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.