Ms. Cathy Haarstad, MS
Dr. Evan Borisinkoff, Ph.D.
Ms. Rhonda Weathers, MS
Minot State University
Abstract
While significant evidence indicates that making complex choices and decisions contributes to self-determination, the authors found no studies to date in which the phenomenon of engaging students with disabilities in choosing their high school courses was examined as a dependent variable. This phenomenological study explored?how course-selection might serve as a means of enabling self-determination,?which contextual factors might influence student engagement in course selection?and?how students?with disabilities?typically participate in course-selection.?The main findings point to the high readability demands of many high-school course descriptions and?established proof-of-concept on the feasibility of having a small (n=15) group of students with autism and developmental disabilities use a newly developed website to select courses and share preferences. Recommendations for improving the site as well as suggestions for further research are included.??
Keywords: self-determination, course-selection, decision-making, choice-making, assistive technology
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