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

Articles

Inclusion and Self-Determination for Secondary Students with Disabilities: The Effects of Interventions and Classroom Placement

Jacqueline Anton, MS, Mayumi Hagiwara, PhD, Sheida K. Raley, PhD, Kathryn M. Burke, PhD
  • Jacqueline Anton, MS (Author) University of California, Berkeley and San Francisco State University image/svg+xml
    Jacqueline Anton, MS is a doctoral student in special education in the Joint Doctoral Program in Special Education at the University of California, Berkeley and San Francisco State University. Her research focus is self-determination for people with disabilities, inclusion, and mathematics learning.
  • Mayumi Hagiwara, PhD (Author) San Francisco State University image/svg+xml
    Mayumi Hagiwara, Ph.D. is an assistant professor in the Department of Special Education at San Francisco State University. Dr. Hagiwara primarily educates teacher candidates to work with K-12 students with extensive support needs. She received her Ph.D. from the University of Kansas. Her research focus is self-determination, inclusion, and culturally responsive and sustaining transition planning practices.
  • Sheida K. Raley, PhD (Author) Kansas University image/svg+xml
    Sheida K. Raley, Ph.D. is Assistant Professor of Special Education at the University of Arkansas, College of Education Health Professions in the Curriculum and Instruction Department. Her research focuses on assessment and intervention related to self-determination for all students, including students with extensive support needs learning in inclusive contexts. The goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self-determination.
  • Kathryn M. Burke, PhD (Author) Temple University image/svg+xml
    Kathryn M. Burke, Ph.D. is an Assistant Research Professor in the Department of Teaching and Learning and Associate Director at the Institute on Disabilities at Temple University. She received her Ph.D. from the University of Kansas in Special Education. Her research focus is promoting self-determination across the lifespan for people with disabilities, particularly within inclusive education, transition, and employment.
DOI
https://doi.org/10.64546/jaasep.556
Abstract
Self-determination, which includes abilities and skills people need to act or cause things to happen in their lives (e.g., self-advocacy, choice-making, problem-solving, goal-setting), is critical for people across the life course, including adolescents learning in inclusive classrooms. Although secondary teachers recognize the value of providing students with opportunities and experiences to build self-determination in inclusive contexts, they often are limited in instructional time to promote self-determination directly and consistently. Students with disabilities are even less likely to build self-determination skills due to restrictive learning environments. This scoping review sought to explore the relationship between self-determination instruction and inclusive contexts for secondary students with disabilities. Full inclusion provides all students with access to the general education curriculum and to meaningful and diverse social interactions. Results showed that self-determination instruction and interventions could promote successful inclusion, but that classroom placement alone does not predict students’ levels of self-determination.
Keywords
Academic Ability, Access to Education, Curriculum, Inclusion, Intervention, Regular and Special Education Relationship
References

Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. (2006). Participation of students with severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31(3), 230-241. https://doi.org/10.1177/154079690603100303 DOI: https://doi.org/10.1177/154079690603100303

Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H. & Wehmeyer, M. (2020). Why aren't students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 41(1), 4-13. https://doi.org/10.1177/1540796919878134 DOI: https://doi.org/10.1177/1540796919878134

Annamma, S. A., Connor, D. J., & Ferri, B. A. (2016). Dis/ability critical race studies (DisCrit). New York, NY: Teachers College Press.

Burke, K. M., Raley, S. K., Shogren, K. A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H. & Behrens, S. (2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176–188. https://doi.org/10.1177/0741932518802274 DOI: https://doi.org/10.1177/0741932518802274

Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L. B., & Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209-233. https://doi.org/10.1177/0014402915598780 DOI: https://doi.org/10.1177/0014402915598780

Eisenman, L. T., Pell, M. M., Poudel, B. B. & Pleet-Odle, A. M. (2015). “I think I’m reaching my potential”: Students’ self-determination experiences in an inclusive high school. Career Development and Transition for Exceptional Individuals, 38(2), 101–112. https://doi.org/10.1177/2165143414537349 DOI: https://doi.org/10.1177/2165143414537349

Ferguson, P. M. & Nusbaum, E. (2012). Disability studies: What is it and what difference does it make? Research & Practice for Persons with Severe Disabilities, 37(2), 70-80. https://doi.org/10.1177/154079691203700202 DOI: https://doi.org/10.1177/154079691203700202

Garrels, V. & Palmer, S. B. (2020). A catalyst for academic achievement and self-determination for students with intellectual disability. Journal of Intellectual Disabilities, 24(4), 459-473. https://doi.org/10.1177/1744629519840526 DOI: https://doi.org/10.1177/1744629519840526

Gilley, D. P., Root, J. R. & Cox, S. K. (2021). Development of mathematics and self-determination skills for young adults with extensive support needs. The Journal of Special Education, 54(4), 195-204. https://doi.org/10.1177/0022466920902768 DOI: https://doi.org/10.1177/0022466920902768

Grigal, M., Hart, D., & Weir, C. (2012). A survey of postsecondary education programs for students with intellectual disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 223–233. https://doi.org/10.1111/jppi.12012 DOI: https://doi.org/10.1111/jppi.12012

Hagiwara, M., Shogren, K. A. & Leko, M. (2017). Reviewing research on the self-determined learning model of instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders, 1(1), 3-13. https://doi.org/10.1007/s41252-017-0007-7 DOI: https://doi.org/10.1007/s41252-017-0007-7

Hagiwara, M., Shogren, K. A. & Turner, E. L. (2021). Examining perceptions toward self-determination of people with disabilities: A meta-synthesis. Journal of Developmental and Physical Disabilities, 1-21. https://doi.org/10.1007/s10882-021-09823-8 DOI: https://doi.org/10.1007/s10882-021-09823-8

Hughes, C., Cosgriff, J. C., Agran, M. & Washington, B. H. (2013). Student self-determination: A preliminary investigation of the role of participation in inclusive settings. Education and Training in Autism and Developmental Disabilities, 48(1), 3-17.

Individuals with Disabilities Education Improvement Act, H.R. 1350, Pub. L. No. P.L. 108-446 (2004).

Jimenez, B. A. & Staples, K. (2015). Access to the common core state standards in mathematics through early numeracy skill building for students with significant intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(1), 17-30.

Johnson, E. H., Clohessy, A. B. & Chakravarthy, P. (2021). A self-regulated learner framework for students with learning disabilities and math anxiety. Intervention in School and Clinic, 56(3), 163-171. https://doi.org/10.1177/1053451220942203 DOI: https://doi.org/10.1177/1053451220942203

Kiresuk, T. J., Smith, A., & Cardillo, J. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Lawrence Erlbaum.

Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W. & Wood, W. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30(2), 89-113. https://doi.org/10.2307/30035545 DOI: https://doi.org/10.2307/30035545

Kurth, J. A., Ruppar, L. A., Toews, S. G., McCabe, K. M., McQueston, J. A. & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Severe Disabilities, 44(1), 3-19. https://doi.org/10.1177/1540796918825479 DOI: https://doi.org/10.1177/1540796918825479

La Guardia, J. G., & Patrick, H. (2008). Self-determination theory as a fundamental theory of close relationships. Canadian Psychology, 49(3), 201. https://doi.org/10.1037/a0012760 DOI: https://doi.org/10.1037/a0012760

Lee, S.-H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42(2), 91–107. https://doi.org/10.1177/0022466907312354 DOI: https://doi.org/10.1177/0022466907312354

León, J., Núñez, J. L. & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. https://doi.org/10.1016/j.lindif.2015.08.017 DOI: https://doi.org/10.1016/j.lindif.2015.08.017

Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 69. https://doi.org/10.1186/1748-5908-5-69 DOI: https://doi.org/10.1186/1748-5908-5-69

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793 DOI: https://doi.org/10.1177/2165143420959793

Millen, K., Dorn, B., & Luckner, J. L. (2019). Friendships and self-determination among students who are deaf or hard of hearing. American annals of the deaf, 163(5), 576-595. https://doi.org/10.1353/aad.2019.0004 DOI: https://doi.org/10.1353/aad.2019.0004

Naraian, S. & Natarajan, P. (2013). Negotiating normalcy with peers in contexts of inclusion: Perceptions of youth with disabilities in India. International Journal of Disability, Development and Education, 60(2), 146–166. http://dx.doi.org/10.1080/1034912X.2013.786565 DOI: https://doi.org/10.1080/1034912X.2013.786565

O’Keeffe, S. B. & Medina, C. M. (2016). Nine strategies for helping middle school students weather the perfect storm of disability, diversity, and adolescence. American Secondary Education. 44(3), 72-87.

Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70(4), 427-439. https://doi.org/10.1177/001440290407000403 DOI: https://doi.org/10.1177/001440290407000403

Parker, J. S., Garnes, J. N., Oliver, E. D., Amabile, A. & Sarathy, A. (2020). It takes a village: Understanding African American high school students’ self-determination in school. School Psychology Review, 49(2), 111-129. https://doi.org/10.1080/232966X.2020.1717371 DOI: https://doi.org/10.1080/2372966X.2020.1717371

Raley, S. K., Burke, K. M., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L. & Kurth, J. (2020). The self-determined learning model of instruction and students with extensive support needs in inclusive settings. Intellectual and Developmental Disabilities, 58(1), 82-90. https://doi.org/10.1352/1934-9556-58.182 DOI: https://doi.org/10.1352/1934-9556-58.1.82

Raley, S. K., Shogren, K. A., & McDonald, A. (2018). Whole class implementation of the self-determined learning model of instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164 DOI: https://doi.org/10.1352/2326-6988-6.3.164

Raley, S. K., Shogren, K. A., Rifenbark, G. G., Lane, K. L., & Pace, J. R. (2021). The impact of the self-determined learning model of instruction on student self-determination in inclusive secondary classrooms. Remedial and Special Education, 42(6), 363-373. https://doi.org/10.1177/0741932520984842 DOI: https://doi.org/10.1177/0741932520984842

Rowe, D. A., Mazzotti, V. L., Fowler, C. H., Test, D. W., Mitchell, V. J., Clark, K. A., Holzberg, D., Owens, T. L., Rusher, D., Seaman-Tullis, R. L., Gushanas, C. M., Castle, H., Change, W., Voggt, A. Kwiatek, S. & Dean, C. (2021). Updating the secondary transition research base: Evidence-and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28-46. https://doi.org/10.1177/2165143420958674 DOI: https://doi.org/10.1177/2165143420958674

Saunders, A. F., Root, J. R. & Jimenez, B. A. (2019). Recommendations for inclusive educational practices in mathematics for students with extensive support needs. Inclusion, 7(2), 75-91. https://doi.org/10.1352/2326-6988-7.2.75 DOI: https://doi.org/10.1352/2326-6988-7.2.75

Shogren, K. A., Hicks, T. A., Raley, S. K., Pace, J. R., Rifenbark, G. G., & Lane, K. L. (2021). Student and teacher perceptions of goal attainment during intervention with the self-determined learning model of instruction. The Journal of Special Education, 55(2), 101–112. https://doi.org/10.1177/0022466920950264 DOI: https://doi.org/10.1177/0022466920950264

Shogren, K. A., Little, T. D., Grandfield, E., Raley, S., Wehmeyer, M. L., Lang, K. M. & Shaw, L. A. (2018a). The self-determination inventory-student report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 1-11. https://doi.org/10.1177/1534508418788168 DOI: https://doi.org/10.1177/1534508418788168

Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the self-determined learning model of instruction on access and goal attainment. Remedial and Special Education, 33(5), 320–330. https://doi.org/10.1177/0741932511410072 DOI: https://doi.org/10.1177/0741932511410072

Shogren, K. A., Plotner, A. J., Palmer, S. B., Wehmeyer, M. L., & Paek, Y. (2014). Impact of the self-determined learning model of instruction on teacher perceptions of student capacity and opportunity for self-determination. Education and Training in Autism and Developmental Disabilities, 440-448.

Shogren, K. A., Raley, S. K., Burke, K. M., & Wehmeyer, M. L. (2019). The self-determined learning model of instruction: Teacher’s guide. Kansas University Center on Developmental Disabilities.

Shogren, K. A., Shaw, L. A., Raley, S. K. & Wehmeyer, M. L. (2018b). Exploring the effect of disability, race-ethnicity, and socioeconomic status on scores on the self-determination inventory: Student-report. Exceptional Children, 85(1), 10-27. https://doi.org/10.1177/0014402918782150 DOI: https://doi.org/10.1177/0014402918782150

Shogren, K. A., Wehmeyer, M. L. & Lane, K. L. (2016). Embedding interventions to promote self-determination within multitiered systems of supports. Exceptionality, 24(4), 213-224. http://dx.doi.org/10.1080/09362835.2015.1064421 DOI: https://doi.org/10.1080/09362835.2015.1064421

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T. J. & Lopez, S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251-263.

Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L. & Rojewski, J. W. (2020). A framework for research in transition: Identifying important areas and intersections for future study. Career Development and Transition for Exceptional Individuals, 43(1), 5-17. https://doi.org/10.1177/2165143419864551 DOI: https://doi.org/10.1177/2165143419864551

The United Nations. (2006). Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3.

U.S. Department of Education. (2020). 42nd annual report to congress on the implementation of the individuals with disabilities education act, 2020.

Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., & Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18. https://doi.org/10.1080/09362835.2011.537220 DOI: https://doi.org/10.1080/09362835.2011.537220

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Little, T. D. & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78(2), 135-153. https://doi.org/10.1177/001440291207800201 DOI: https://doi.org/10.1177/001440291207800201

Wehmeyer, M. L. (2004). Beyond self-determination: Causal agency theory. Journal of Developmental and Physical Disabilities, 16(4), 337-359. https://doi.org/10.1007/s10882-004-0691-x DOI: https://doi.org/10.1007/s10882-004-0691-x

Wehmeyer, M. L. (2020). Self-determination in adolescents and adults with intellectual and developmental disabilities. Current Opinion in Psychiatry, 33(2), 81-85. https://doi.org/10.1097/YCO.0000000000000576 DOI: https://doi.org/10.1097/YCO.0000000000000576

Williamson, P., Hoppey, D., McLeskey, J., Bergmann, E. & Moore, H. (2020). Trends in LRE placement rates over the past 25 years. The Journal of Special Education, 53(4), 236-244. https://doi.org/10.1177/0022466919855052 DOI: https://doi.org/10.1177/0022466919855052

Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? Education and Training in Mental Retardation and Developmental Disabilities, 36(4), 357–362.

There are 51 references in total.
How to Cite
Anton, J., Hagiwara, M., Raley, S. K., & Burke, K. M. (2024). Inclusion and Self-Determination for Secondary Students with Disabilities: The Effects of Interventions and Classroom Placement. Journal of the American Academy of Special Education Professionals, 19(3), 8-28. https://doi.org/10.64546/jaasep.556

Fall 2024

Article Information

  • Article Type Articles
  • Submitted September 9, 2024
  • Published October 15, 2024
  • Issue Fall 2024
  • Section Articles
  • File Downloads 0
  • Abstract Views 1
  • Altmetrics
  • Share
Download data is not yet available.