"I learned a lot about myself:" Supporting students with significant support needs to create work-related goals and objectives

Price, Richard A

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https://hdl.handle.net/2142/124350 Copy

Description

Title

"I learned a lot about myself:" Supporting students with significant support needs to create work-related goals and objectives

Author(s)

Price, Richard A

Issue Date

2024-04-21

Director of Research (if dissertation) or Advisor (if thesis)

• Ray, Amber
• Tarconish, Emily

Doctoral Committee Chair(s)

• Ray, Amber
• Tarconish, Emily

Committee Member(s)

• Stauser, David
• Kosciulek, John

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Career Development
• Disability
• Students with Disabilities
• Transition to Work
• Vocational Education
• Single-Case
• Mixed Methods
• Significant Support Needs

Abstract

Researchers have identified that the Self-Determination Career Development Model (SDCDM) is an effective tool in promoting employment outcomes for individuals with disabilities. Therefore, utilizing an explanatory sequential mixed methods design, the aim of the current study was to evaluate the impact of the SDCDM in supporting high school students with disabilities who have significant support needs, to create their own work-related goals and objectives. First, a multiple probe single case design was implemented in collecting data on participants creating work-related goals and objectives. Next, participant self-report data was collected pre- and post-intervention regarding their self-determination. Lastly, a post open-ended semi-structured interview/questionnaire was provided to each participant regarding the perception of their involvement in the study. Results indicated that there was a functional relationship between the SDCDM and participants creating work-related goals and objectives. Additionally, significant findings were found regarding pre and post self-determination as it relates to goal setting and planning. Lastly, regarding the qualitative portion of the study, participants discussed their perceptions of their involvement in learning how to create work-related goals and objectives and their thoughts on the value of what they learned. This data has wide-ranging implications for improving the career outcomes of high school students with disabilities, specifically those with significant support needs. By supporting students with disabilities who have significant support needs to have the skills to create their own career goals and objectives, they can become more actively involved in their career planning and take ownership over their career development.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Richard Price

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