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

2011

Michael Wehmeyer
[email protected]
785-864-0723

The purpose of this study was to investigate the impact of student-directed transition planning instruction, Whose Future Is It Anyway? curriculum, using 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. Employing a two-group pre-post measure, 168 middle school students with disabilities were assigned to an experimental (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. We discuss avenues for promoting middle school student self-determination in their transition planning, as well as provide implications for future research.

Student-directed transition planning, self-determination, technology

Peer-reviewed publications in scholarly journals submitted

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A