DEFINING SELF-DETERMINATION FROM THE PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN INCLUSIVE POSTSECONDARY EDUCATION PROGRAMS

Genna Kieper

doi:10.7273/000007224

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DEFINING SELF-DETERMINATION FROM THE PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN INCLUSIVE POSTSECONDARY EDUCATION PROGRAMS

Dissertation

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DEFINING SELF-DETERMINATION FROM THE PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN INCLUSIVE POSTSECONDARY EDUCATION PROGRAMS

Genna Kieper

Washington State University

Doctor of Philosophy (PhD), Washington State University

12/2024

DOI:

https://doi.org/10.7273/000007224

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Abstract

inclusive postsecondary education

inclusive research

Self-determination

The concept of self-determination is well-researched in both educational psychology and special education and has significant theoretical foundations in motivation. It has informed multiple interventions to support instructional strategies, interventions, curricula, and, most recently, inclusive postsecondary education programs. Inclusive postsecondary education programs empower students with intellectual and developmental disabilities to become self-determined. While self-determination is undoubtedly crucial to promoting independence for adults with disabilities in inclusive postsecondary education programs, we have lacked student voice in understanding how to define, measure, or promote self-determination. Thus, it is difficult to know if the efforts to promote self-determination are achieving their goals. The present study aims to define self-determination from the perspectives of young adults with intellectual and developmental disabilities enrolled in inclusive postsecondary education programs.

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Title: DEFINING SELF-DETERMINATION FROM THE PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN INCLUSIVE POSTSECONDARY EDUCATION PROGRAMS
Creators: Genna Kieper
Contributors: Kira Carbonneau (Chair)
Chad Gotch (Committee Member)
Holly Whittenburg (Committee Member)
Anya Sheftel (Committee Member)
Awarding Institution: Washington State University
Academic Unit: Department of Kinesiology and Educational Psychology
Theses and Dissertations: Doctor of Philosophy (PhD), Washington State University
Publisher: Washington State University
Number of pages: 324
Identifiers: 99901195537701842
Language: English
Resource Type: Dissertation