Abstract
The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n = 106) and students with disabilities in these classes (n = 106). Two measures, the Teaching Self-determination Scale (TSDS) and the Basic Learning Competency Assessment (BLCA), were used to collect data. The Pearson correlation, bivariate linear regression and stepwise multiple regression analyses were used to assess the correlation and predictive relationship between the TSDS and BLCA. Findings showed a positive correlation between self-determination instruction given by special education teachers and the academic performance of students with disabilities. Educators' self-determination instruction was found to be able to explain 26% of the total variance of students' academic performance. Furthermore, teaching psychological empowerment and autonomy skills appeared to be able to best predict the academic performance of students with disabilities. The two variables were found to be able to explain 21.9% of the total variance of the students' academic test results. Suggestions and implications are provided.
Highlights
There has been an increase in the number of studies related to the self-determination of students with disabilities
The results of the Pearson correlation analysis showed that each of the ratings given by the teachers to the Teaching Self-determination Scale (TSDS) and its sub-scales were all positively correlated to the students’ Basic Learning Competency Assessment (BLCA) score in each subject (p < .05) (Table 1)
The results of this study showed a positive correlation between self-determination instruction delivered by special education teachers and the academic performance of students with disabilities, which is consistent with findings of past research [10, 11, 13, 17, 31]
Summary
There has been an increase in the number of studies related to the self-determination of students with disabilities. Topics such as the exploration of the definition of self-determination and construction of corresponding theories, composition of ability assessment instruments, and development of teaching courses have received growing attention from scholars and practitioners in the field of education. One reason for this trend could be attributed to the lack of self-determination among students with disabilities [25]. Teachers play an essential role in the development of self-determination among students with disabilities
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