Processes of Self-Determination to Enter Vocational High Schools for Students with Learning Disabilities

• Main Authors: Wang, Shu-Fang, 王淑芳
• Other Authors: Wu, I-Hwey
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/58745636639256906336

碩士 === 臺北市立大學 === 身心障礙者轉銜及休閒教育研究所 === 104 === Student: Shu-fang Wang Advisor: I-Hwey Wu Abstract The purpose of this study is to explore processes of self-determination to vocational high school entrance among students with learning disabilities (LD) and to analyze their possible attributes of their decisions. The principal investigator collected data through focus group and the data were member-checked by participants and peers. Through inductive analyses, the major findings are as follows: 1. Processes of self-determination include (1) preparation; (2) decision-making; (3) reflection; and (4) adaptation. Overall, parents take charge of goal-setting regarding areas of interests, LD students lack opportunities for self-management, self-efficiency, and self-advocacy. 2. Possible attributes of decisions to high schools include (1) limitations of intrinsic traits of learning disabilities; (2) insufficient implementation of self-determination on campus; (3) insufficient human capitals of educators; (4) family support for learning attitudes, life and leisure management; and (5) involvement of significant others regarding school transition decisions. Finally, recommendations based on research findings are provided for school systems, curriculum development, parents, and future studies. Keywords: self-determination, students with learning disabilities, vocational high schools