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Abstract
This study examined the degree to which multiple personal (age, gender, disability, and need for educational support) and school environment characteristics (hours in academic classes with general education peers, hours in nonacademic classes with age-peers, attendance at the most recent individualized education plan [IEP] meeting, transition goal for the future on the IEP, and experience with setting goals for the future) predicted student's relative level of self-determination. Age, disability label, hours in academic classes with general education peers, and goal setting experience were significant predictors, accounting for 22% of the variance in self-determination scores. Implications for future research and practice are discussed.
Notes
*p < .05
**p < .01
***p < .001.
**p < .01
***p < .001.