Student-Led Individualized Education Programs: A Gateway to Self-Determination.

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
John McNaught, Daniel Biegun, Kendal Swartzentruber
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引用次数: 0

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.

学生主导的个性化教育计划:通向自决之路。
目的:本研究旨在探讨 "我有决心 "项目中那些在高中毕业后一年内进入高等教育机构学习的有学习障碍的青年领袖的经历,以更好地了解他们参与 "我有决心 "项目的经历是否以及如何导致他们参加个性化教育计划(IEP)会议:本研究采用叙事调查法的目的是创造一个统一的集体经历故事,描述或解释导致他们参加个人教育计划会议的因素。尽管这八段叙事中的每一段对个人来说都是独一无二的,但还是出现了一些共同的主题,这些主题在文献中有所反映,并且在参加 "我已下定决心 "之前的生活和参加 "我已下定决心 "期间的生活这两个时间连续体中是一致的:结果:有一个经验是一致的,那就是参与和领导个人教育计划会议的重要性。通过叙述时间轴,我们得出了在参与 "我有决心 "之前和期间的连续经历中的发现。我们决定以这样一种方式来呈现研究结果,即在通过数据中的支持性文本来尊重个人叙事的同时,突出不同时间段参与个人教育计划的共同主题。这是一项关于人们对其经历的看法的研究,最好通过直接引用参与者的话来讲述。个人教育计划的经历只是自我决定经历的一个组成部分:本研究深入探讨了八名 "我有决心 "青年领袖参与者的教育经历,并研究了他们参与 "我有决心 "活动的重要性,以及发展自我决定技能对于参与和领导个人教育计划会议的重要性。本研究中记录的他们的独特视角既为相关领域提供了信息,也推动了该领域的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Language Speech and Hearing Services in Schools
Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language
CiteScore
4.40
自引率
12.50%
发文量
165
期刊介绍: Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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