First Advisor

Donna Boudreau

Term of Graduation

Fall 2001

Date of Publication

10-15-2001

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Speech and Hearing Sciences

Department

Communication

Language

English

Subjects

Caregivers, Children with disabilities, Self-reliance in children, Self-confidence in children

Physical Description

1 online resource (iii, 63 pages)

Abstract

The concept of self-determination or "acting as the primary casual agent in one's life and making choices and decisions regarding one's quality of life free from undue external influence or interference" (Wehmeyer, 1996, p.24) has long been a focus of educating adults with disabilities. Recently, researchers and educators have begun to examine teaching foundational skills of self-determination to young children with disabilities. It is important to evaluate programs and methodologies that are said to enhance self-determination in order to ensure their efficacy. Research has examined self-determination programs involving adults and older children, however to date there have been few studies investigating current best practices of teaching young children with disabilities to act with self-determination.

The purpose of this study was to examine outcomes of the self-determined behavior training project, entitled Project SELF, based on parent and service provider perceptions. Five families with young children with disabilities whom participated in Project SELF, 1999 to 2000, and their three early intervention service providers agreed to participate in this study. Children were two to four years of age. Diagnoses included Autism or Cerebral Palsy.

Data was collected during individual semi-structured interviews. Qualitative research methodology of constant comparison was used to interpret data and formulate themes and subthemes of the participant's individual responses.

Outcomes of interview responses were in accordance with those of other researchers stating that an environment supporting child initiations, independence and communications was beneficial to growth of children and the current emphasis in developing educational programs with family support. Foundations of self-determination, including: promotion of social engagement, development of an awareness of preferences, making choices, and increasing communication abilities, were reportedly supported throughout this project. In addition, advocacy skills regarding their child's disability seemed to be enhanced in the families.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/

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Persistent Identifier

https://archives.pdx.edu/ds/psu/44950

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