Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/101109

The impact of the student directed transition planning lessons on the self-advocacy and decision making skills of students with disabilities : a mixed methods analysis

File Description SizeFormat 
Lewis_Jeanine_r.pdfVersion for non-UH users. Copying/Printing is not permitted6.68 MBAdobe PDFView/Open
Lewis_Jeanine_uh.pdfVersion for UH users6.95 MBAdobe PDFView/Open

Item Summary

Title: The impact of the student directed transition planning lessons on the self-advocacy and decision making skills of students with disabilities : a mixed methods analysis
Authors: Lewis, Jeanine Carol
Keywords: Student Directed Transition Planning
Issue Date: Dec 2014
Publisher: [Honolulu] : [University of Hawaii at Manoa], [December 2014]
Abstract: The purpose of transition services within special education is to prepare students for post-secondary education, employment, and independent living. Self-determination reflects the belief that all individuals, including those with disabilities, have the right to make decisions regarding their own lives. Because self-advocacy and decision-making skills are crucial to the success of students with disabilities in order to overcome the challenges in their adult lives, learning these skills is critical. Teaching and promoting these skills within the provisions of transition services for youth with disabilities has become an expectation of the federal government with the reauthorizations of IDEIA in 2004 and the Americans with Disabilities Act in 2009. The Student-Directed Transition Planning (SDTP) lessons provide a vehicle for teaching students the self-determination skills necessary in order to self-advocate and make decisions. The purpose of this two phase, explanatory sequential mixed methods study was to examine the impact of the Student Directed Transition Planning (SDTP) lessons on the self-advocacy and decision making skills of ninth grade high school students with disabilities. The results of this study support that the Student Directed Transition Planning (STDP) lessons is an effective instructional intervention for improving the self-advocacy and decision making skills of ninth grade students with disabilities.
Description: Ph.D. University of Hawaii at Manoa 2014.
Includes bibliographical references.
URI/DOI: http://hdl.handle.net/10125/101109
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Education



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.