Date of Award
2020
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology
First Advisor
Devadrita Talapatra
Second Advisor
Cynthia Hazel
Third Advisor
Denis Dumas
Fourth Advisor
Maria Riva
Keywords
Intellectual disability, Postsecondary outcomes, School psychology, Self-determination, Transition
Abstract
Despite recent federal legislation outlined in the Individuals with Disabilities Education Act (IDEA) reauthorization of 2004 that mandates effective postsecondary transition planning for all students with Individualized Education Programs (IEPs), students with intellectual disability (ID) continue to experience inequitable postsecondary outcomes, particularly in the areas of postsecondary education (PSE), employment, and independent living (Lipscomb et al., 2017). It has been established that one effective method for improving those outcomes is to develop students’ self-determination abilities, and there is near unanimous agreement within the education community that doing so should be a primary objective during the transition process (Izzo & Lamb, 2002). Students with ID are educated in a variety of settings, from inclusive general education to self-contained classrooms, and as such, self-determination interventions should be provided everywhere that students with ID are found (Izzo & Lamb, 2002). However, educators report a lack of confidence in their ability to provide these interventions because it is rarely emphasized in their professional development (Hagiwara, Shogren, & Leko, 2017). Manuscript One provides an overview of the currently available evidence-based practices in self-determination development, proposes methodology for implementing self-determination intervention across classroom settings, and provides a structure for school psychologists to assist in effective implementation. Manuscript Two reports upon results of a survey distributed to practicing school psychologists regarding the current use of self-determination interventions and the professional development they receive that allows them to be competent consultants for implementation of self-determination interventions.
In combination, these manuscripts examine the importance of self-determination intervention, options for evidence-based self-determination interventions in each classroom setting, and potential school-psychologist-initiated solutions. The findings outlined in this dissertation will help administrators, school psychologists, and interventionists to engage in the systematic implementation of self-determination interventions that can be expected to improve academic outcomes (Lee et al., 2008; Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012), school climate (Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013), and postsecondary outcomes for all students. Ultimately, this dissertation will assist school psychologists to fulfill the ethical responsibility outlined by the National Association of School Psychologists (NASP) to ensure equal opportunities for each student in their school (NASP, 2010a).
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Pete Gladstone
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
237 p.
Recommended Citation
Gladstone, Pete, "Living the Dream: Building Self-Determination to Improve Postsecondary Outcomes" (2020). Electronic Theses and Dissertations. 1764.
https://digitalcommons.du.edu/etd/1764
Copyright date
2020
Discipline
Educational psychology, Special education, Disability studies
Included in
Disability and Equity in Education Commons, Educational Psychology Commons, Special Education and Teaching Commons