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

Articles

Experiences of Special Educators in Creating Opportunities for Students to Practice Self-Determination

Kaitlyn M. Millen, M.Ed., Lori Y. Peterson, Ph.D., Jason Robinson, Ph.D., BCBA-D, Timothy M. Luff, M.Ed. Natick
  • Kaitlyn M. Millen, M.Ed. (Author) University of Northern Colorado image/svg+xml
    Kaitlyn M. Millen is a doctoral candidate in the School of Special Education at the University of Northern Colorado. Her research interests include self-determination, students who are deaf or hard of hearing, and educator professional development.
  • Lori Y. Peterson, Ph.D. (Author) University of Northern Colorado
    Lori Y. Peterson is an associate professor in the school of Special Education at the University of Northern Colorado. Her interests are in self-determination and transition of youth with disabilities to adulthood, including developing quality transition Individualized Education Programs.
  • Jason Robinson, Ph.D., BCBA-D (Author) University of Northern Colorado
    Jason Robinson is an assistant professor in the School of Special Education at the University of Northern Colorado. His research interests include effective teacher preparation, applied behavior analysis, and inclusion.
  • Timothy M. Luff, M.Ed. Natick (Author) MA Public Schools
    Timothy M. Luff is entering his eighth year as assistant superintendent of student services/special education director for the Natick Public Schools. Tim holds a bachelor’s degree in special education and psychology from the University of Maine at Farmington and a master’s degree in educational leadership from the University of Southern Maine. Tim has been a special education teacher for grades K-3, 4-8, and 9-12, and a special education administrator in both Maine and Massachusetts.
DOI
https://doi.org/10.64546/jaasep.437
Abstract
Self-determination skills are a potential predictor of post-school success for individuals with disabilities. This study examined the perspectives of special educators of students in preschool through age 22 in one school district who participated in multiple professional development and coaching sessions on self-determination including the Self-Determined Learning Model of Instruction (SDLMI) and student involvement in the IEP process over a two-year period. Data were collected through interviews with eight special educators. Four major themes emerged from the data: personal knowledge of self-determination, educator perspectives on their roles in creating opportunities, strategies for developing self-determination, and parent involvement. Findings suggest that a primary perceived challenge in creating opportunities for students is a misalignment between teacher and parent understanding of self-determination and related goals. Implications for practice and future research are discussed.
Keywords
Elementary Secondary Education, Faculty Development, Goal Orientation, Independent Study, Individualized Education Programs, Knowledge Level
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How to Cite
Millen, K. M., Peterson, L. Y., Robinson, J., & Luff, T. M. (2020). Experiences of Special Educators in Creating Opportunities for Students to Practice Self-Determination. Journal of the American Academy of Special Education Professionals, 15(3), 67-85. https://doi.org/10.64546/jaasep.437

Fall 2020

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  • Article Type Articles
  • Submitted August 31, 2020
  • Published October 15, 2020
  • Issue Fall 2020
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