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Teaching self-determination to students with disabilities : basic skills for successful transition / by Michael L. Wehmeyer, and Martin Agran, and Carolyn Hughes ; [foreword by Paul Wehman]

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"Practical and user-friendly, this book assists teachers in meeting IDEA requirements and planning transition programs according to student preferences. The abundant hands-on activities provide a variety of ways to promote autonomous behavior and reinforce the learning and practice of self-real...

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Bibliographic Details
Online Access: Full Text (via Internet Archive)
Main Authors: Wehmeyer, Michael L. (Author), Agran, Martin (Author), Hughes, Carolyn, 1946- (Author)
Other Authors: Wehman, Paul (Author of introduction, etc.)
Format: eBook
Language:English
Published: Baltimore : Paul H. Brookes Publishing Company, [1998]
Subjects:
Students with disabilities > Education > United States.
Autonomy (Psychology) > United States.
Self-culture > United States.
Youth with disabilities > Services for > United States.
School-to-work transition > United States.
Autonomy (Psychology)
School-to-work transition.
Self-culture.
Students with disabilities > Education.
Youth with disabilities > Services for.
United States.
Table of Contents:
  • About the Authors
  • Foreword / Paul Wehman
  • Preface
  • Acknowledgments
  • Section I. Introduction. Ch. 1. Self-determination as an education and transition outcome ; Ch. 2. Impetus for an educational focus on self-determination ; Ch. 3. Transition services and self-determination
  • Section II. Promoting autonomous behavior. Ch. 4. Teaching independence, risk Taking, and safety skills ; Ch. 5. Assessing preferences and teaching choice making ; Ch. 6. Teaching social problem-solving and decision-making skills
  • Section III. Promoting self-regulated behavior. Ch. 7. Teaching, self-monitoring, self-evaluation, and self-reinforcement strategies ; Ch. 8. Teaching self-instruction skills ; Ch. 9. Teaching goal setting and task performance
  • Section IV. Ch. 10. Teaching assertiveness and effective communication skills ; Ch. 11. Teaching leadership, teamwork, and general self-advocacy skills ; Ch. 12. Self-advocacy through student involvement
  • Section V. Promoting self-realization and psychological empowerment. Ch. 13. Strategies to promote student self-awareness and self-knowledge ; Ch. 14. Strategies to promote positive perceptions of control in the classroom ; Ch. 15. Strategies to promote self-efficacy and outcome expectations
  • Section VI. Summary and conclusions. Ch. 16. Promoting self-determined behavior through the transition process
  • Index.

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