Self-Determination and Student Involvement in Transition Planning: A Multivariate Analysis

Abstract

This study examined differences in level of selfdetermination between groups who differed in level of student involvement in their Individualized Education Program meeting. The study involved 276 students with disabilities from 33 school districts located within 5 states. Student levels of selfdetermination were determined by the completion of two self-report measures of self-determination, and levels of student involvement were determined by a questionnaire designed to measure student involvement in transition planning. For purposes of analysis, students were assigned to three groups based upon their level of their cognitive ability. Multivariate analysis of data yielded statistically significant results between self-determination scores of students who exhibited high and low student involvement, showing that students who are more active in educational planning meetings are also more self-determined. Teachers and families should continue to promote self-determination to increase student involvement in IEPs and transition planning meetings for all students with disabilities.