The Effect of Social and Classroom Ecological Factors on Promoting Self-Determination in Elementary School

Abstract

The authors surveyed 233 elementary special educators in 23 states to determine (a) how the teaching of self-regulation strategies and classroom setting affected their perceptions of the importance of teaching self-determination, (b) the frequency with which they did so, and (c) the barriers to promoting self-determination. Results indicated that the frequency of teaching self-determination, more than the ratings of the importance of teaching it, was affected by the teaching of self-regulation strategies. Classroom setting affected only the perception of importance of teaching self-determination, and then only for teachers who taught some of the self-regulation strategies. The authors discuss the limitations and implications as well as offer suggestions for future research.

Keywords :

• elementary students with disabilities
• promoting self-determination
• social and physical ecological factors
• special and general educators’ perception