Culture and self-determination: A synthesis of the literature and directions for future research and practice

Career Development for Exceptional Individuals

Volumn 34, Issue 2, 2011, Pages 115-127

  Shogren, Karrie A ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

culture; self determination; transition

Indexed keywords

EID: 79959793012     PISSN: 08857288     EISSN: 15575047     Source Type: Journal    
DOI: 10.1177/0885728811398271     Document Type: Review

References (44)

1. References marked with an asterisk indicate studies included in the review.
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9. *Frankland, H.C., Turnbull, A.P., Wehmeyer, M.L., & Blackmountain, L. (2004). An exploration of the self-determination construct and disability as it relates to the Dine (Navajo) culture. Education and Training in Developmental Disabilities, 39, 191-205.
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15. *Leake, D., & Boone, R. (2007). Multicultural perspectives on self-determination from youth, parent, and teach focus groups Career Development for Exceptional Individuals, 30, 104-115.
16. *Lee, S.H., & Wehmeyer, M.L. (2004). A review of the Korean literature related to self-determination: Future directions and practices for promoting the self-determination of students with disabilities. Korean Journal of Special Education, 38, 369-390.
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19. *Ohtake, Y., & Wehmeyer, M.L. (2004). Applying the self-determination theory to Japanese special education contexts: A four-step model. Journal of Policy and Practice in Intellectual Disabilities, 1, 169-178.
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25. Thoma, C.A., Nathanson, R., Baker, S.R., & Tamura, R. (2002). Self-determination: What do special educators know and where do they learn it? Remedial and Special Education, 23, 242-247.
26. *Trainor, A. (2002). Self-determination for students with learning disabilities: Is it a universal value? International Journal of Qualitative Studies in Education, 15, 711-725.
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32. Wehmeyer, M.L. (1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Journal of the Association for Persons with Severe Handicaps, 23, 5-16.
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34. Wehmeyer, M.L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113-120.
35. Wehmeyer, M.L., Abery, B., Mithaug, D.E., & Stancliffe, R. (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C Thomas.
36. Wehmeyer, M.L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-determination and student-directed learning. Journal of Special Education, 34, 58-68.
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38. Wehmeyer, M.L., & Palmer, S.B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
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42. *Zhang, D. (2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children's special education status. Research and Practice for Persons with Severe Disabilities, 30, 154-162.
43. *Zhang, D., & Benz, M.R. (2006). Enhancing self-determination of culturally diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 38(9), 1-12.
44. *Zhang, D., Wehmeyer, M.L., & Chen, L.-J. (2005). Parent and teacher engagement in fostering the self-determination of students with disabilities: A comparison between the United States and the Republic of China. Remedial and Special Education, 26, 55-64.