Date of Award:

5-2016

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Department name when degree awarded

Special Education and Rehabilitation

Committee Chair(s)

Robert Morgan

Committee

Robert Morgan

Committee

Jared Schultz

Committee

Marilyn Likins

Abstract

Transitioning from high school to postsecondary education and employment is often difficult for students with disabilities. Research has shown that students with increased self-determination skills have a greater likelihood of being successful in a postsecondary setting and in obtaining employment.

Students with disabilities often receive extensive specialized instruction in the areas of English and math, but their teachers have not historically been given training in teaching self-determination. Vocational Rehabilitation counselors are trained to give career guidance and encourage self-determination skills, but are not experienced teachers.

The purpose of this thesis was to determine whether or not a self-determination curriculum created by Vocational Rehabilitation, taught in a high school by the Vocational Rehabilitation counselor with the support of a special education teacher would increase the self-determination skills of students with disabilities.

The research showed that the self-determination scores of the students did not show significant improvement, but showed gains in student knowledge of self-disclosure in the workplace and self-monitoring while working towards a goal. The research also indicated that those with previous work experience showed greater gains than those with no work experience.

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