| This dissertation consists of four chapters. Chapter 1 provides an introduction to the self-determination construct and an overview of its history in special education and related disciplines, as well as a summary of areas in need of continued research and the research questions that will be addressed in this dissertation. Chapter 2 examines the relationship between two widely available measures of self-determination, The Arc's Self-Determination Scale and the AIR Self-Determination Scale, Student and Educator versions. These analyses demonstrate that the theoretical structure of The Arc's Self-Determination Scale and the AIR Self-Determination Scale, Student version is supported, while the proposed theoretical structure of the AIR Self-Determination Scale, Education version is not. The analyses also suggest that each of the measures of self-determination captures a different aspect of self-determination. Chapter 3 builds on the findings of Chapter 2 and examines individual and ecological predictors of self-determination as measured by The Arc's Self-Determination Scale and the AIR Self-Determination Scale, Student version in students with learning disabilities, mild mental retardation, moderate/severe mental retardation, autism and emotional and behavioral disorders, and other health impairments. The findings suggest congruence in the pattern of predictive relationship in students across the five disability groups, but latent mean level differences. Capacity for self-determination (as rated by teachers), transition empowerment, and inclusion predicted self-determination, although there were significant differences in the patterns of predictive relationships across The Arc's Self-Determination Scale and the AIR Self-Determination Scale, Student version. Chapter 4 presents the conclusions and implications of the findings of Chapter 2 and 3. Two primary implications include, first, that as research on self-determination moves forward, it will be critical to further evaluate the aspects of self-determination being assessed by The Arc's Self-Determination Scale and the AIR Self-Determination Scale. Second, continued work is needed to educate, support, and empower teachers to understand self-determination and its application to students with disabilities and to effectively implement interventions to promote self-determination. It appears that concerns regarding students with diverse disabilities' capacity for self-determination may still be impacting teacher's practices regarding promoting self-determination and, as a result, students' level of self-determination. |
