| Description |
xix, 354 pages : illustrations ; 23 cm |
| Contents |
Foreword / Paul Wehman -- Ch. 1. Self-Determination as an Education and Transition Outcome -- Ch. 2. Impetus for an Educational Focus on Self-Determination -- Ch. 3. Transition Services and Self-Determination -- Ch. 4. Teaching Independence, Risk Taking, and Safety Skills -- Ch. 5. Assessing Preferences and Teaching Choice Making -- Ch. 6. Teaching Social Problem-Solving and Decision-Making Skills -- Ch. 7. Teaching, Self-Monitoring, Self-Evaluation, and Self-Reinforcement Strategies -- Ch. 8. Teaching Self-Instruction Skills -- Ch. 9. Teaching Goal Setting and Task Performance -- Ch. 10. Teaching Assertiveness and Effective Communication Skills -- Ch. 11. Teaching Leadership, Teamwork, and General Self-Advocacy Skills -- Ch. 12. Self-Advocacy Through Student Involvement -- Ch. 13. Strategies to Promote Student Self-Awareness and Self-Knowledge -- Ch. 14. Strategies to Promote Positive Perceptions of Control in the Classroom |
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Ch. 15. Strategies to Promote Self-Efficacy and Outcome Expectations -- Ch. 16. Promoting Self-Determined Behavior Through the Transition Process |
| Summary |
Practical and user-friendly, this book assists teachers in meeting IDEA requirements and planning transition programs according to student preferences. The abundant hands-on activities provide a variety of ways to promote autonomous behavior and reinforce the learning and practice of self-realization, making this an essential curricular tool for in-service and preservice teachers of young people with disabilities |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Autonomy (Psychology) -- United States.
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Students with disabilities -- Education -- United States.
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School-to-work transition -- United States.
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Youth with disabilities -- Services for -- United States.
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Self-culture -- United States.
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| Author |
Agran, Martin.
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Hughes, Carolyn, 1946-
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| LC no. |
97022271 |
| ISBN |
1557663025 |
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