TY - JOUR
T1 - Curricula to teach skills associated with self-determination
T2 - A review of existing research
AU - Raley, Sheida K.
AU - Mumbardó-Adam, Cristina
AU - Shogren, Karrie A.
AU - Simó-Pinatella, David
AU - Giné, Climent
N1 - Funding Information:
In the late 1990s, Wood, Test, Browder, Algoz-inne, and Karvonen (1999) initiated the Self-Determination Synthesis Project (SDSP) with the support of the U.S. Department of Education Office of Special Education Programs. The objective of SDSP was to synthetize and disseminate knowledge of best practices of the time in promoting skills related to self-determination for students with disabilities. The SDSP identified 450 published articles related to teaching skills and 60 curricula that targeted specific skills associated with self-determination through the synthesis (Test, Karvonen, Wood, Browder, & Algozinne, 2000). Given the length of time since this review, as well as subsequent research suggesting that the efficacy of multicomponent interventions in enhancing overall self-determination (Cobb et al., 2009), an examination of the currently available curricula that promote the development of self-determination is warranted.
Publisher Copyright:
© Division on Autism and Developmental Disabilities.
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and strategies to promote skills associated with self-determination. The purpose of this literature review was to examine empirical studies of curricula to teach skills associated with self-determination for students with disabilities with an anticipated outcome of enhanced self-determination. The intent was to synthesize what is known about existing curricula, their implementation, and outcomes of conducted interventions. Five different curricula were identified across seven studies. The results suggest that curricula associated with increasing self-determination are limited in availability and research in this area is declining. Implications for practice and future research are discussed.
AB - Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and strategies to promote skills associated with self-determination. The purpose of this literature review was to examine empirical studies of curricula to teach skills associated with self-determination for students with disabilities with an anticipated outcome of enhanced self-determination. The intent was to synthesize what is known about existing curricula, their implementation, and outcomes of conducted interventions. Five different curricula were identified across seven studies. The results suggest that curricula associated with increasing self-determination are limited in availability and research in this area is declining. Implications for practice and future research are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85057839682&partnerID=8YFLogxK
M3 - Review
AN - SCOPUS:85057839682
SN - 2154-1647
VL - 53
SP - 353
EP - 362
JO - Education and Training in Autism and Developmental Disabilities
JF - Education and Training in Autism and Developmental Disabilities
IS - 4
ER -