The impact of social and classroom ecological factors promoting self-determination in elementary school

2011

Michael Wehmeyer
[email protected]
785-864-0723

To examine the status of such efforts in the field, 203 elementary special educators were surveyed in 23 states to determine how (a) classroom instructional practices or strategies, (b) classroom ecological or setting variables, and (c) self-reported barriers to promoting self-determination affected their perceptions of the importance of teaching self-determination and the frequency with which they did so. Results indicated that special educators? perceived importance of teaching self-determination was not impacted by classroom instructional factors, but was affected by classroom ecological factors. Classroom ecological factors were not, however, significant in the frequency with which teachers provided instruction on self-determination, but classroom instructional practices were.

Self-Determination, Social Ecological , Elementary school

Peer-reviewed publications in scholarly journals submitted

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A