Examining Special Education Teachers’ Implementation of Self-Determination Instruction and Its Impact on the Academic Performance of Students with Disabilities (76014)

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Session: On Demand
Room: Virtual Poster Presentation
Presentation Type: Virtual Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Purpose of this study was to investigate special education teachers’ implementation of self-determination instruction and whether their gender, age, grade level taught, and teaching experience will influence the status of instruction. The relationship between self-determination instruction and academic performance of students with mild disabilities and how well the former can predict the latter were also examined. Subjects were special education teachers (N = 883) recruited from elementary and junior high schools nationwide in Taiwan using the probability sampling method. One hundred fifty-three students with specific learning disability and intellectual disabilities also participated in this study. The Teaching Self-Determination Scale, a standardized scale, was used to evaluate the status of self-determination instruction in four areas including self-realization, psychological empowerment, self-regulation, and autonomy. Data collected were analyzed using descriptive statistics, t tests, analyses of variances, correlation analyses, and regression analyses. Findings showed that overall special education teachers demonstrated a level of “between occasionally and always” in teaching self-determination. Female teachers demonstrated a significant higher level of self-determination instruction than male teachers. In addition, junior high school teachers had a higher level of self-determination instruction compared to their elementary school counterparts, especially those who are older or have more teaching experience. Lastly, there was a positive correlation between self-determination instruction and students’ academic performance. Psychological empowerment and autonomy were the two that best predict students’ academic performance, explaining 23% of the variance of academic performance. Suggestions and implications are provided.

Pen-Chiang Chao, National Taiwan Normal University, Taiwan
Yu-Chi Chou, Chung Yuan Christian University, Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00