中学英语残疾学生自主性特征的民族图景

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2021-01-28 DOI:10.1177/2165143420982923

Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie M. Chong

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引用次数: 5

摘要

基于对2012年全国纵向过渡研究（NLTS，2012）的二次分析，我们研究了中学残疾英语学习者的自决能力。残疾英语学习者的自决特征与其他残疾学生、英语学习者和普通人群中非英语学习者学生的自决特征显著不同，包括他们不太可能自主行动或报告与赋权或自我实现相关的行为。多变量分析确定了与自决方面的差异相关的几个学生和家庭特征，包括年龄、性别和中学后期望。讨论了对实践和研究的影响，包括在选择、实施和评估残疾英语学习者的自决干预措施时考虑这些因素的重要性。

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National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.