The effect of student-directed transition planning with a computer-based reading support program on the self-determination of students with disabilities

Youngsun Lee, Michael L. Wehmeyer, Susan B. Palmer, Kendra Williams-Diehm, Daniel K. Davies, Steven E. Stock

Research output: Contribution to journalArticlepeer-review

39 Scopus citations

Abstract

The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader. Avenues are discussed for promoting middle school students' self-determination in their transition planning, as are implications for future research.

Original languageEnglish
Pages (from-to)104-117
Number of pages14
JournalJournal of Special Education
Volume45
Issue number2
DOIs
StatePublished - Aug 2011

Keywords

  • middle/junior high school students
  • reading supports
  • self-determination
  • technology
  • transition planning

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