Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities

By K. Shogren, M. Wehmeyer, Susan B. Palmer, J. Soukup, T. Little, Nancy Garner, Margaret Lawrence. 2007

183 citations recorded by the source corpus.

Subfields: Psychiatry and Mental health, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/13e92dbd088dd3e006c705633a4bb7372281d2e9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Psychiatry and Mental health

1. Kathleen Lynne Lane
2. E. Carter
3. K. Shogren

In Safety Research

1. E. Carter
2. Kathleen Lynne Lane
3. Audrey A. Trainor
4. K. Shogren
5. L. Lindstrom
6. M. Pierson
7. Barbara C. Glaeser
8. M. Wehmeyer

In Sociology and Political Science

1. E. Carter
2. Audrey A. Trainor
3. J. Martin
4. Kathleen Lynne Lane
5. M. Pierson
6. K. Shogren

Citations in the corpus

• Self-Determination Prospects of Youth With High-Incidence Disabilities (2010, background): “Researchers have also called for a closer examination of the potential contributions that individual factors make to the self-determination prospects of youth with disabilities (Shogren et al., 2007; Trainor, 2002; Wehmeyer, 1996).”
• Culture and Self-Determination: A Synthesis of the Literature and Directions for Future Research and Practice (2011, background): “For example, researchers have found that teachers report an inability to provide data on how parents promote self-determination in the home (Shogren et al., 2007).”
• From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities (2008, background): “Transition education practices must increase microsystem opportunities for students with disabilities to increase their self-determination skills as a foundation for school and postschool success (Shogren et al., 2007).”
• The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “Students actively involved in their transition goal planning are most likely to achieve those goals (Kohler & Field, 2003; Martin, Van Dycke, D’Ottavio, & Nickerson, 2007; Shogren et al., 2007).”
• Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “…placement, support models, curricular efforts, and involvement in the individualized education program planning meeting may influence the opportunities that youth receive to learn and demonstrate skills that enhance self-determination (e.g., Carter et al., 2006; Shogren et al., 2007; Zhang, 2001).”