Deanna J. Sands

The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Abstract Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.

A Statewide Exploration of the Nature and Use of Curriculum in Special Education

This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

Structural Equation Modeling of Student Involvement in Transition-Related Actions The Path of Least Resistance

Structural equation modeling was used to examine the relative influence of, and interaction between, three exogenous latent factors (student skills, family climate, educational opportunities) and two endogenous factors (student self-determination, student action taking). Data were collected from 237 middle school and high school students with disabilities from three different school districts representing rural, suburban, and urban settings. The hypothesized relationships among five latent factors were partially supported by findings. When nonsignificant paths were eliminated, a final model revealed a number of significant paths between latent factors and the residuals of individual variables. The latent factor Educational Opportunities was significantly related to student self-determination. Residuals from the latent factors Student Skills and Family Climate were significantly related to student self-determination and action taking. An unexpected finding was the apparent lack of significant relationships between student skills and family climate, and student self-determination and student action taking. Findings and proposed direction for future research are discussed.

Whose needs are we meeting? Results of a consumer satisfaction survey of persons with developmental disabilities in Colorado

Results of one states attempt to survey consumers and/or their families regarding their level of satisfaction with existing services, their needs for alternative or additional services, and their perceptions of overall quality of life are presented. Two hundred forty-seven individuals with developmental disabilities ranging in age from 0-72 years were interviewed. Information on consumer satisfaction and levels of integration, productivity and independence were measured for the following services: case management, residential, education, vocational, health, individual support, transportation, and caregiver support.

Preparing Special Education Teachers for Urban Settings

In this article, we describe a special education personnel preparation program designed to prepare special educators to meet the increased demand for urban special educators. The urban school environment demands special educators who are prepared to teach students not only with diverse linguistic, ethnic, and cultural backgrounds, but students for whom poverty, disease, and transience are major elements of their life style. The program was designed to provide immersion in urban schools while learning the instructional and collaborative skills needed to thrive in an environment that few of the graduate students had been exposed to. In addition to its focus on urban education issues, the sequence of the internship was unusual in that interns completed their internship during the initial rather than final year of the program. Through an analysis of interviews with graduate students and mentor teachers from all three years of this project, we provide a discussion of the expanded role and responsibilities of special educators in urban settings and the effectiveness of an immersion year on special educators.

Research Translated into Practices for Increasing Student Involvement in Transition-Related Activities.

This article describes an empirical investigation of the process and outcomes associated with research-to-practice strategies in three schools during a three and a half-year project. The three interrelated phases of the process were (a) the establishment of an empirical foundation, (b) the design and implementation of school-based interventions, and (c) the evaluation of the effectiveness of the interventions. Findings from each phase are described. The benefits and limitations of research-to-practice strategies as a means to improve practices in local schools is discussed. The critical role of ongoing evaluation throughout the process of translating research into practice also is discussed.

Exploring a Process for Delivering an Interdisciplinary Preservice Elementary Education Curriculum: Teacher Educators Practice What They Preach

Abstract This is the story of seven teacher educators and an outside consultant who used action research as a framework to develop and implement a new course for preservice elementary education teacher candidates. It was intended that prospective teachers would learn how to plan for integrated curriculum and that faculty teaching a 12-credit methods course would model an integrated approach. How were teacher educators who were used to the traditional model of curriculum delivery able to make such a substantive change? This description focuses on the two-year process that a group of teacher educators underwent to make their goal a reality. The group met several obstacles, including turnover in staff, the need to cover content, organizational issues, lack of time, a need to develop shared meanings, and over-planning. Given the lessons learned, we conclude with recommendations for other teacher educators who may wish to embark upon the journey.

Validity of the National Independent Living Skills Screening Instrument

Abstract There is a lack of valid and reliable assessment instruments for evaluating independent living skills, particularly for adolescents and adults. The National Independent Living Skills (NILS) Screening Instrument was designed to meet that need. The purpose of this study was to investigate concurrent criteria validity of the NILS Screening Instrument, using a sample of persons with deafness. High Pearson product moment correlation between the NILS and the Vineland Adaptive Behaior Scale—Survey Form and canonical correlation analyses supported the conclusion that the NILS Screening Instrument has a high level of concurrent criterion validity. The implication is that the NILS Screening Instrument is a valid tool that can serve as an alternative assessment of independent living skills of persons 16 years of age and older with a diagnosed hearing impairment and possible secondary handicapping conditions.