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Self-Determination Studies for Elementary Students with and Without Disabilities in Korea

Authors
  • Cho, Eunbyul1
  • Seo, Hyojeong1
  • 1 Kongju National University, Department of Special Education, Kongju University Road 56, Gongju, ChungNam, 32588, South Korea , Gongju (South Korea)
Type
Published Article
Journal
Advances in Neurodevelopmental Disorders
Publisher
Springer International Publishing
Publication Date
Feb 23, 2019
Volume
3
Issue
2
Pages
161–172
Identifiers
DOI: 10.1007/s41252-019-00103-3
Source
Springer Nature
Keywords
License
Yellow

Abstract

ObjectivesGiven the fact that the self-determination should be considered from early age and instructions to promote self-determination are more effective if infused within general education curriculum, this literature review analyzed 65 Korean self-determination studies (2000–2018) that included elementary students with and without disabilities. The main purpose of this literature review is to identify similarities and/or differences on how studies on self-determination were conducted in general and special education fields.MethodsThe selected 65 studies were first categorized by four groups depending on study participants: students with disabilities, students without disabilities, students with and without disabilities, and students at risk for academic failure. Then studies in each group were analyzed by the definition of self-determination and theory cited, as well as by the macroscopic analytic framework that consists of normative, structural, constitutive, and technical dimensions.ResultsOverall, self-determination research patterns were somewhat different between general and special education fields, although there were common findings. Studies from special education tended to cite functional theory of self-determination whereas the majority of studies from general education used self-determination theory. Most studies were categorized into constitutive or technical dimension based on the macroscopic framework across disciplines.ConclusionsThis study suggested the need for more research to investigate self-determination of elementary students to develop systems of support to promote self-determination. Especially, future studies should be conducted to support students to develop self-determination within multi-tiered system of support framework for all students, including those with and without disabilities as well as students at risk for failure.

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