Student-Led Individualized Education Programs: A Gateway to Self-Determination.
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| Title: | Student-Led Individualized Education Programs: A Gateway to Self-Determination. |
|---|---|
| Authors: | McNaught, John1 mcnaugjt@jmu.edu, Biegun, Daniel2, Swartzentruber, Kendal1 |
| Source: | Language, Speech & Hearing Services in Schools. Apr2024, Vol. 55 Issue 2, p276-302. 27p. |
| Subject Terms: | *Health services accessibility, *Autonomy (Psychology), *Meetings, *Disability determination, *Students, *Special education, *Student attitudes, *Learning disabilities, Evaluation of human services programs, Leadership, Judgment sampling, Social role, Thematic analysis |
| Abstract: | Purpose: The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. Method: The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. Results: One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. Conclusions: This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176569754 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student-Led Individualized Education Programs: A Gateway to Self-Determination. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McNaught%2C+John%22">McNaught, John</searchLink><relatesTo>1</relatesTo><i> mcnaugjt@jmu.edu</i><br /><searchLink fieldCode="AR" term="%22Biegun%2C+Daniel%22">Biegun, Daniel</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Swartzentruber%2C+Kendal%22">Swartzentruber, Kendal</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2024, Vol. 55 Issue 2, p276-302. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Meetings%22">Meetings</searchLink><br />*<searchLink fieldCode="DE" term="%22Disability+determination%22">Disability determination</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. Method: The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. Results: One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. Conclusions: This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_LSHSS-23-00079 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 276 Subjects: – SubjectFull: Health services accessibility Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Meetings Type: general – SubjectFull: Disability determination Type: general – SubjectFull: Students Type: general – SubjectFull: Special education Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Evaluation of human services programs Type: general – SubjectFull: Leadership Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Social role Type: general – SubjectFull: Thematic analysis Type: general Titles: – TitleFull: Student-Led Individualized Education Programs: A Gateway to Self-Determination. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McNaught, John – PersonEntity: Name: NameFull: Biegun, Daniel – PersonEntity: Name: NameFull: Swartzentruber, Kendal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 55 – Type: issue Value: 2 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
