Implementation of Self-Determination Activities and Student Participation in IEPs

By Christine Y. Mason, S. Field, Shlomo S. Sawilowsky. 2004

173 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f64fcaf07b1ed81e95d16c1859367879a235169b

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Citations in the corpus

Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators (2008, background): “…(e.g., Kochhar-Bryant & Bassett, 2002; Zhang, 2001), others have identified the general curriculum as a particularly promising context for promoting selfdetermination among youth with disabilities (Eisenman, 2007; Mason et al., 2004; Test et al., 2004; Wehmeyer, Field, Doren, Jones, & Mason, 2004).”
Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination (2015, unknown): “Also, research documents the positive impact of efforts to promote student involvement in educational and transition planning (Martin et al., 2006; Mason, Field, & Sawilowsky, 2004; Test et al., 2004) and more positive transition outcomes and self-determination (Williams-Diehm, Wehmeyer, Palmer,…”
Putting Self-Determination into Practice (2004, background): “…no SD goals in student IEPs, 47% reported writing SD IEP goals for some students, and only 22% reported writing SD goals for all students; and (c) Mason, Field, and Sawilowsky (2004), who found that only 8% of teachers, administrators, and related services professionals were satisfied with the…”
Postsecondary Students Who Have a Learning Disability: Student Perspectives on Accommodations Access and Obstacles. (2010, background): “Even if students are able to attend their IEP meetings, active involvement by the student in IEP formulation is still difficult to achieve (Mason et al., 2004).”
Self-Determination Prospects of Youth With High-Incidence Disabilities (2010, result): “Consistent with other descriptive studies (e.g., Mason et al., 2004; Stang, Carter, Lane, & Pierson, in press) and theoretical frameworks, we found that self-determination opportunities were reported to be more available for older students.”
Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, result): “We found that teachers generally perceived there to be frequent opportunities for students to exercise these capacities at school, a finding corroborated in other research studies of educators’ perceptions (Carter et al., in press; Mason et al., 2004).”
Self-Determination and Student Involvement in Standards-Based Reform (2004, background): “Additionally, now that several studies have shown that teachers do not feel prepared to instruct students in these skills (Mason et al., 2004; Wehmeyer, Agran, et al., 2000), personnel preparation programs should review their offerings and determine not only where these standards are currently…”
Student Involvement in Individualized Education Program Meetings (2004, background): “…in receiving instruction regarding how they can better prepare students for active participation in their IEP meetings (Agran et al., 1999; Mason et al., 2004) The IEP meeting is a required annual event; as such, it provides an opportunity for a concentrated annual focus on, and…”
A Content and Methodological Review of Self-Advocacy Intervention Studies (2005, background): “Recently, Mason, Field, and Sawilowsky (2004) reported that 86% of teachers believed that self-determination and self-advocacy were very important, but most did not instruct students in the skills due to a lack of knowledge about how to teach them.”
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities (2006, background): “…treating it exclusively as an add-on to the curriculum; and making self-determination instruction an integral part of the general curriculum for all students, not just students with disabilities (e.g., Eisenman & Chamberlin, 2001; Mason et al., 2004; Wehmeyer, Field, Doren, Jones, & Mason, 2004).”