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KMID : 1001720030130020183
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Journal of Vocational Rehabilitation
2003 Volume.13 No. 2 p.183 ~ p.209
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Teacher Perceptions and Instruction Reality on Self-Determination of Students with Developmental Disabilities in Transition Education
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Yoo Ae-Ran
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Abstract
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The purpose of this study was to investigate the teacher perceptions on self determination of students with developmental disabilities. This study is a basic study for developing educational program which special education teacher can teach effectively self-determination to the students with developmental disabilities. Subjects were 269 special education teachers nationally in 10 special schools for the students with mental disabilities. Teacher perception was measured by Teacher Perception Survey which was developed by Argan, Snow, and Swaner(1999) and was modified and reconstructed by this study researcher. Findings indicated that majority of respondents believed that self-determination was important and over half of respondents tried to instruct self-determination in possible instructional situation and include self-determination in Individualized Educational Plan. Even teachers believed that self-determination was important, they had a few of experience to receive instruction in teaching self-determination, and they did not use self-determination strategies as they believe. Teachers believed that students with developmental disabilities had weak self-determined characteristics. Teachers had strong need to have support for effective instruction of self-determination strategies. Implication for educational practice and transition education are discussed.
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KEYWORD
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self-determination, teacher perception, students with developmental disabilities, transition education, self-determination strategy, self-determination characteristic
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