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

Articles

Self-Determination Strategies for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds

Yan Wei, Ph.D., Katrina A. Hovey, Ph.D., Lydia Gerzel-Short, Ed.D., Rhonda D. Miller, Ph.D., Jerae Kelly, M.Ed., Yun-Ju Hsiao, Ph.D.
  • Yan Wei, Ph.D. (Author) Southern Connecticut State University image/svg+xml
    Yan Wei is an associate professor of special education at Southern Connecticut Stat e University. Her research interests focus on adolescent literacy instruction for students with LD, including motivation instruction, evidence-based literacy instruction, culturally and linguistically diverse learners, and remediate reading programs in Tier 3 intensified classrooms.
  • Katrina A. Hovey, Ph.D. (Author) Western Oregon University image/svg+xml
    Katrina A. Hovey is an Assistant Professor of Special Education at Western Oregon University. Her research focuses on pre-service teacher preparation and in-service coaching to improve outcomes for diverse and exceptional learners with special academic and behavioral needs by using high leverage practices and equitable assessments.
  • Lydia Gerzel-Short, Ed.D. (Author) Northern Illinois University image/svg+xml
    Lydia Gerzel-Short is an Assistant Professor of Special Education at Northern Illinois University. Her research interests include culturally and linguistically diverse families, family engagement in school-based problem solving, high leverage practices that support students with mild disabilities, and culturally responsive teacher candidate preparation.
  • Rhonda D. Miller, Ph.D. (Author) Coastal Carolina University image/svg+xml
    Rhonda D. Miller is an Assistant Professor of Special Education at Coastal Carolina University. With over 30 years in public education, she has experience teaching general and special education in grades K-12 and English as a Second Language. Dr. Miller’s research focus is intervention and pedagogical practices related to students with learning disabilities and English language learners.
  • Jerae Kelly, M.Ed. (Author) University of Maryland, College Park image/svg+xml
    Jerae H. Kelly is a doctoral candidate at the University of Maryland, College Park. Her current research interests are building cultural competency in pre-service special education teachers and socio-cognitive literacy interventions for students with high-incidence disabilities.
  • Yun-Ju Hsiao, Ph.D. (Author) Washington State University Tri-Cities image/svg+xml
    Yun-Ju Hsiao is an associate professor of Special Education in the Department of Teaching and Learning at Washington State University Tri-Cities. Her research interests include families of students with disabilities, evidence-based instructional strategies for students with autism spectrum disorders, inclusive practices in general education classrooms, and culturally responsive teaching preparation and practices in special education.
DOI
https://doi.org/10.64546/jaasep.481
Abstract
Self-determination is considered critical in motivation and the development of student learning. However, students with disabilities often struggle to develop self-determination skills, particularly those from culturally and linguistically diverse (CLD) backgrounds. Understanding the relationships between cultural values and self-determination in motivation is an essential step in improving student self-determination. This paper provides strategies for cultivating self-determination and motivation as related to autonomy, competence, and relatedness.
Keywords
Competence, Correlation, Cultural Differences, Cultural Influences, Cultural Relevance, Goal Orientation
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How to Cite
Wei, Y., Hovey, K. A., Gerzel-Short, L., Miller, R. D., Kelly, J., & Hsiao, Y.-J. (2022). Self-Determination Strategies for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds. Journal of the American Academy of Special Education Professionals, 17(1), 71-84. https://doi.org/10.64546/jaasep.481

Winter 2022

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  • Article Type Articles
  • Submitted December 22, 2021
  • Published February 15, 2022
  • Issue Winter 2022
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