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Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students with Disabilities in Inclusive, General Education Classrooms

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Title: Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students with Disabilities in Inclusive, General Education Classrooms
Language: English
Authors: Shogren, Karrie A., Scott, LaRon A., Hicks, Tyler A., Raley, Sheida K., Hagiwara, Mayumi, Pace, Jesse R., Gerasimova, Daria, Alsaeed, Abdulaziz, Kiblen, Jessie C.
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 34
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Self Determination, Minority Group Students, Racial Differences, Ethnicity, Students with Disabilities, Intellectual Disability, Developmental Disabilities, Inclusion, High School Students, High School Teachers, Regular and Special Education Relationship, Faculty Development, Predictor Variables, Intervention
DOI: 10.1352/2326-6988-9.3.189
Abstract: Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills is critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed. [This paper was published in "Inclusion" v9 n3 p189-205 Sep 2021.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED617637
Database: ERIC
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  Data: Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students with Disabilities in Inclusive, General Education Classrooms
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021.
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– Name: Abstract
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  Data: Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills is critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed. [This paper was published in "Inclusion" v9 n3 p189-205 Sep 2021.]
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        Value: 10.1352/2326-6988-9.3.189
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: High School Students
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      – SubjectFull: High School Teachers
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Intervention
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