Abstract
The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school and family support was positively related to self-determination. Disability group and gender were significant contributors to level of self-determination of students whereas age and race/ethnicity were not. Implications for practice include a discussion of ways in which schools can provide collaborative opportunities for the development of self-determination that are sensitive to individual youth differences.
Original language | English (US) |
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Pages (from-to) | 113-122 |
Number of pages | 10 |
Journal | Career Development and Transition for Exceptional Individuals |
Volume | 40 |
Issue number | 2 |
DOIs | |
State | Published - May 2017 |
Keywords
- Disabilities
- Family involvement
- High incidence
- Planning
- Self-determination
- Student-focused
ASJC Scopus subject areas
- Education
- Organizational Behavior and Human Resource Management