Technology and self-determination in transition planning: The impact of technology use in transition planning on student self-determination

2011

Michael Wehmeyer
[email protected]
785-864-0723

This study utilized a randomized-trial control group design to examine whether or not the use of cognitively-accessible technology would improve outcomes related to self-determination for students receiving instruction in transition planning designed to promote student involvement. Also, we evaluated the impact, over time, of instruction in transition planning designed to promote student involvement, overall, on student self-determination. Participants were 194 high school students receiving special education services in multiple disability categories in school districts in six states. All were involved in instruction to promote student involvement in transition planning. About half the students did so with the support of cognitively-accessible computer software programs designed to support greater independence in decision making and to facilitate exploration related to transition. Results provided support for the relationship between student involvement in transition planning.

Technology , Self-determination, transition planning

Peer-reviewed publications in scholarly journals Published/In Press

Professionals

Electronic (disc, CD, 508 compliant web posting)

[email protected]

N/A