TENNESSEE’S ELEMENTARY SPECIAL EDUCATORS’ PERCEPTIONS OF SELF-DETERMINATION IN STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES: IMPLICATIONS FOR PROMOTING SELF-DETERMINATION

Abstract

The purpose of this study was to determine Tennessee’s elementary Special Educators’ perceptions of self-determination for students with significant cognitive disabilities. There is an increased emphasis for students with disabilities to exit high school with skills that will enable them to be college, career, and community ready (Davis, 2015b). An essential component of this emphasis falls on the students’ ability to be self-determined. Students who possess self-determination have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Davis, 2015a). This research supports the view that self-determination in high school is related to positive transition outcomes (Wehmeyer & Schwartz, 1997). The need for students with significant cognitive disabilities to attain self-determination skills has gained precedence among researchers and educators in the field of Special Education. This research study reports the survey results of 72 Tennessee Elementary Special Educators who teach students with disabilities, and the general knowledge Special Educators in Tennessee possess concerning self-determination. Additionally, the study discloses the level of importance that Tennessee Elementary Special Educators placed on self-determination and if the same value is consistently held for all components of self-determination. The survey revealed how often individual components of self-determination are taught, and the strength of the relationship between the level of importance and the time spent teaching the individual components of self-determination. The researcher examines perceived usefulness of teaching self-determination, and perceived barriers to its instruction. Lastly, the researcher discloses the strength of the relationship between the amount of time Special Educators read educational literature and the general level of importance placed on self-determination. Discussions include the relevance of the research findings for students with significant cognitive disabilities (SWSCD). Implications for future research and educational practice are revealed.