Teacher perceptions of self-determination: Benefits, characteristics, strategies
Education and Training in Mental Retardation and Developmental Disabilities
Despite the current interest in promoting self-determination and student-directed learning, the extent to which students are systematically taught these skills remains uncertain. The purpose of this study was to survey the perceptions of a sample of special educators on the benefits of self-determination, the characteristics associated with it, and the strategies used to achieve it. Results indicated strong support for self-determination instruction, and the teachers reported that it provides numerous benefits. Despite these findings, it was noted that relatively few educators include self-determination skills in IEPs. The implications of these findings are discussed.
Original Publication Date
Agran, Martin; Snow, Kimberly; and Swaner, Jayne, "Teacher perceptions of self-determination: Benefits, characteristics, strategies" (1999). Faculty Publications. 3756.