Exploring the effect of disability, race-ethnicity, and socioeconomic status on scores on the self-determination inventory: Student report

• Autores: Karrie A. Shogren, Leslie A. Shaw, Sheida Khamsi Raley, Michael L. Wehmeyer
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 1, 2018, págs. 10-27
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • The Self-Determination Inventory: Student Report (SDI:SR) was developed to address a need in the field for tools to assess self-determination that are aligned with current best practices in assessment development and administration, and emerging research and best practices in promoting self-determination. The present study explored patterns of differences in self-determination scores across students with and without disabilities (i.e., no disability, learning disabilities, intellectual disability, autism spectrum disorder, and other health impairments) of varying racial-ethnic backgrounds (i.e., White, African American or Black, Hispanic or Latino[a], and Other) as well as the impact of receiving free and reduced price lunch (as a proxy for socioeconomic status) on self-determination scores in these groups. Findings suggest an interactive effect of disability, race-ethnicity, and free and reduced price lunch status on self-determination scores. Implications for future research and practice are discussed.