Perceptions of Special Educators Pertaining to Self-Determination in the Educational Setting: A Qualitative Multiple Case Study

Many high school students with disabilities do not successfully transition into post-secondary education or training, employment, community, and independent living. Poor post-secondary outcomes are linked to a lack of exposure to self-determination skills. The specific problem despite pedagogical preparation, and supportive materials to teach self-determination skills, students are not successfully taught self-determination skills. The barriers experienced by special educators when teaching self-determination skills to special education students was explored in this multiple case qualitative study. Secondary special educator participants were recruited by convenience sampling from school districts in the Houston, Texas area. Semi-structured, recorded interviews were coded, categorized, and themed by verbatim analysis. Educator professional development records and sample individual education plans were reviewed. Key findings indicated interrelated themes regarding barriers and desired improvements for teaching self-determination skills in the educational setting. Barriers included lack of training, inflated emphasis on academics, inadequate materials, diminished district support, and insufficient emphasis on basic or functional skills. Suggestions for improvement were teacher training, building opportunities for self-determination through academics, a district wide curriculum, support of continuous training, and time in the daily schedule for teaching self-determination skills. Document review demonstrated the need for improved transition plans to reinforce and increase self-determined behaviors and post-secondary outcomes for students with disabilities. Recommendations for educators include the implementation of self-determined curriculum and materials for district wide use at all grade levels, and providing ongoing training for administrators, special, and general educators related to self-determination curriculum implementation. Daily incorporation of basic skills to support self-determined behaviors is also recommended. Recommendations for future research include qualitative and quantitative investigations to understand how teaching self-determination skills impacts post-secondary success for students with specific disabilities. A collaborative group of educators, administrators, educational support staff, and inter-agencies might investigate barriers and ways to improve self-determined behaviors in students with disabilities. Researchers might explore ways to implement and encourage self-determination within the educational setting to improve teaching practices and emphasize the influence of self-determination skills on post-secondary outcomes of students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]