본문 바로가기
  • Home

Perceptions of Special Education Teachers and Parents on Self-Determination of Students with Disabilities and Instructional Practices

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(2), pp.195-229
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이숙향 1

1이화여자대학교

Accredited

ABSTRACT

The purpose of this study was to investigate perceptions of special education teachers and parents on self-determination of students with disabilities and instructional practices that are related to teaching students with disabilities to be self-determined. For this purpose, 17 special education teachers, who have worked at special schools or special classrooms across elementary, middle and high schools, and 10 parents of students with disabilities participated in this study. Focus group interviews were conducted with the teachers and telephone interviews were conducted with the parents. From the qualitative analysis, five themes emerged as follows: (a) perceptions of self-determination, (b) influential factors related to providing opportunities to promote self-determination, (c) providing opportunities and instructional strategies to promote self-determination, (d) difficulties related to instruction of self-determination, and (e) support and other methods to address the difficulties of teaching self-determination. Based on the findings, further implications were provided in order to improve perceptions of self-determination and its application to promote self-determination of students with disabilities.

Citation status

* References for papers published after 2022 are currently being built.