How Do They View Self-Determination for Students
who are Deaf or Hard of Hearing?
Ann Sebald, Ed.D.
National Center on Low-Incidence Disabilities
Ice breaker activity
Rationale for study
Summary of research
Suggestions for developing self-determination
What does self-determination look like?
- Perceived empowerment
- Studnt involvement
- Goal setting
- Social competence
- Expressing preferences
What are the advantages and disadvantages to having students who are self-determined?
"...acting as the primary causal agent in one’s life and making choices and decisions regarding one's quality of life free from undue external influence or interference" (Wehmeyer & Schwartz, 1997, p. 24).
Language and self-determination
Humanism and Behaviorism
All teachers of students who are deaf or hard of hearing providing services to students ages birth to 21 listed in the 2004-2005 Colorado Program Directory for Students who are Deaf or Hard of Hearing
181 potential participants
Three-part, 33-item survey
- Part 1 - Demographic Information
- Part 2 - Survey Statements
- Part 3 - Multiple Response Items
N = 76 (41.9%)
Female = 67 (88.2 %)
Teaching experience = Average 16.01 years
Master's degree = 62 (81.6%)
Licensed as TOD/HH = 73 (96.1%)
Range = 0 to 75 students on caseload
Current Job Responsibilities
- Itinerant teacher = 28 (36.8%)
- Elementary teacher = 15 (19.7%)
- High school teacher = 9 (11.8%)
- Other = 9 (11.8%)
- Yes = 52 (68.4%)
- No = 24 (31.6%)
Place of Instruction
- Inservice = 21 (27.6%)
- University course = 15 (19.7%)
- Multiple locations = 11 (14.5%)
Top five skills associated with self-determination perceived taught
- Problem Solving (96%)
- Choice Making (93%)
- Self-Advocacy (93%)
- Independence (89%)
- Self-Evaluation (87%)
Teaching Self-Determination Beneficial?
What do the results of this study mean to parents and practitioners?
How might parents and practitioners help students who are deaf or hard of hearing become more self-determined both at home and school?
IEP Meeting Suggestions
Before the meeting
During the meeting
After the meeting
Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34(3), 293-301.
Cole, K. N., Mills, P. E., Jenkins, J. R., & Dale, P. S. (2005). Getting to the second generation questions. Journal of Early Intervention, 27(2), 92-93.