Self-Determination: A Key to Success in Postsecondary Education for Students with Learning Disabilities  

Oleh:

Field, Sharon ; Sarver, Mary D. ; Shaw, Stan F.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 24 no. 6 (2003), page 339-349.
Fulltext: 339.pdf (143.28KB)

Isi artikel

Self-determination should be a central organizing concept in postsecondary programs for all students with disabilities, including those with learning disabilities. The importance of selfdetermination is supported by numerous studies, including one by Sarver (2000), who found a significant relationship between the grade point averages of students with learning disabilities and their levels of self-determination. Interviews with students about postsecondary environments demonstrate that specific environmental factors and personality markers are important to postsecondary success. Characteristics of environments that support selfdetermination are discussed within the context of postsecondary education settings. These characteristics include self-determined role models, self-determination skill instruction, opportunities for choice, positive communication patterns and relationships, and availability of supports. Universal Design for Instruction, a new paradigm for college students with learning disabilities, fosters self determination by offering students productive opportunities for learning.

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