Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Involvement

Abstract

Promoting active student involvement in transition planning has become best practice in promoting self-determination. This study examined the contribution of self-determination to transition planning knowledge and skills for 180 students with disabilities. Utilizing multiple regression analyses, the study found that global self-determination was a significant predictor of overall transition planning knowledge and skills, as well as of transition planning factors related to knowledge and skills about the individualized education program team process, goals, and decision making. Furthermore, when self-determination was broken into its component elements and included in the analyses, those elements, particularly self-regulation and self-awareness/self-knowledge, became the sole predictors of transition planning knowledge and skills.

ACKNOWLEDGMENTS

Research reported in this study was conducted under the auspices of Grant H133A031727 awarded to the University of Kansas by the National Institute on Disability Rehabilitation Research. The opinions expressed herein are exclusively ours, however, and no official endorsement by federal agency sponsors should be inferred.