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Date

2011-08-01

Journal Title

Journal ISSN

Volume Title

Publisher

The Journal of Special Education

The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research.

Description

Keywords

self-determination, transition planning, middle/junior high school students, technology, reading supports

Citation

Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. E. (2011). The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities. The Journal of Special Education, 45(2), 104-117. doi: 10.1177/0022466909358916

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