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Self-determination, knowledge, instruction and incarcerated students
- Author:
- HOUCHINS David E.
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(3), August 2002, pp.132-151.
- Publisher:
- Taylor and Francis
The purpose of this article is to examine the self-determination knowledge of incarcerated students with and without disabilities using a pretest/posttest experimental control group design. In contrast to previous studies conducted in the public school setting, a significant relationship between self-determination knowledge and self-determination instruction was not found. Possible reasons for the lack of significance include the restrictive nature of the juvenile justice setting and the need for positive self-determined role models within the juvenile justice setting. Students' self-determination knowledge was also examined in relationship to self-determination knowledge instruction and to students' gender, reading level, math level and disability. A significant relationship was found between self-determination knowledge and gender, reading level, mathematics level and disability status (i.e. being identified as having any disability).