{"id":{"repo_id":"etsu","oai_identifier":"oai:dc.etsu.edu:etd-3112"},"canonical_url":"https://search.dev.ndltd.org/etd/etsu/oai:dc.etsu.edu:etd-3112","repository":{"repo_id":"etsu","name":"East Tennessee State University","base_url":"https://dc.etsu.edu/do/oai/"},"display":{"title":"Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.","abstract":"<p>This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2) school-wide intervention had occurred, (3) self-determination goals were included in individualized education programs (IEPs) and transition plans, and (4) there was awareness of the curriculum capacity among Tennessee educators.</p><p>This study employed descriptive and comparative statistical methods to establish assumptions regarding the curriculum's effectiveness. Educators were grouped based on their teaching role (i.e., special education, regular education, and administration) and whether or not they received training and technical assistance from the University of Tennessee's Center on Disability and Employment. An on-line survey provided data necessary to determine educators' perceptions of the curriculum's capacity to provide students opportunities to learn and practice self-advocacy skills. Seven major findings evaluated the Self-Determination and Career Planning Model as evidence-based.</p><ul><li>Educators agreed the curriculum helped students demonstrate self-advocacy skills.</li><li>Educators who received training to implement the self-advocacy curriculum were better prepared to observe students' demonstration of self-advocacy skills.</li><li>Self-advocacy goals were included in IEPs and transition plans.</li><li>Attendance at IEP meetings did not bias educators' opinions of students' skills.</li><li>The self-advocacy curriculum contained 4 recommended curriculum dimensions.</li><li>Tennessee educators have a high awareness of self-determination curriculum capacity.</li><li>Educators indicated an increase in student IEP participation.</li></ul><p>These findings evaluated the Self-Determination and Career Planning Model as evidence-based. Suggested curriculum improvements should be implemented and accountability of school districts to implement the curriculum should be communicated to all educators.</p>","abstract_html":"&lt;p&gt;This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2) school-wide intervention had occurred, (3) self-determination goals were included in individualized education programs (IEPs) and transition plans, and (4) there was awareness of the curriculum capacity among Tennessee educators.&lt;/p&gt;&lt;p&gt;This study employed descriptive and comparative statistical methods to establish assumptions regarding the curriculum&#x27;s effectiveness. Educators were grouped based on their teaching role (i.e., special education, regular education, and administration) and whether or not they received training and technical assistance from the University of Tennessee&#x27;s Center on Disability and Employment. An on-line survey provided data necessary to determine educators&#x27; perceptions of the curriculum&#x27;s capacity to provide students opportunities to learn and practice self-advocacy skills. Seven major findings evaluated the Self-Determination and Career Planning Model as evidence-based.&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Educators agreed the curriculum helped students demonstrate self-advocacy skills.&lt;/li&gt;&lt;li&gt;Educators who received training to implement the self-advocacy curriculum were better prepared to observe students&#x27; demonstration of self-advocacy skills.&lt;/li&gt;&lt;li&gt;Self-advocacy goals were included in IEPs and transition plans.&lt;/li&gt;&lt;li&gt;Attendance at IEP meetings did not bias educators&#x27; opinions of students&#x27; skills.&lt;/li&gt;&lt;li&gt;The self-advocacy curriculum contained 4 recommended curriculum dimensions.&lt;/li&gt;&lt;li&gt;Tennessee educators have a high awareness of self-determination curriculum capacity.&lt;/li&gt;&lt;li&gt;Educators indicated an increase in student IEP participation.&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;These findings evaluated the Self-Determination and Career Planning Model as evidence-based. Suggested curriculum improvements should be implemented and accountability of school districts to implement the curriculum should be communicated to all educators.&lt;/p&gt;","abstract_has_math":false,"creators":["Fussell, Elizabeth"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-18T08:00:00Z","date_published":"2010-12-18T08:00:00Z","updated_at":"2026-07-24T02:20:55Z","subjects":["evidence-based curriculum","self-advocacy","Self-determination","Disability and Equity in Education","Education"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1757","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Fussell, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2010-12-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["evidence-based curriculum","self-advocacy","Self-determination","Disability and Equity in Education","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3112/viewcontent/FussellE111210f.pdf","https://dc.etsu.edu/etd/1757"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<p>This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2) school-wide intervention had occurred, (3) self-determination goals were included in individualized education programs (IEPs) and transition plans, and (4) there was awareness of the curriculum capacity among Tennessee educators.</p><p>This study employed descriptive and comparative statistical methods to establish assumptions regarding the curriculum's effectiveness. Educators were grouped based on their teaching role (i.e., special education, regular education, and administration) and whether or not they received training and technical assistance from the University of Tennessee's Center on Disability and Employment. An on-line survey provided data necessary to determine educators' perceptions of the curriculum's capacity to provide students opportunities to learn and practice self-advocacy skills. Seven major findings evaluated the Self-Determination and Career Planning Model as evidence-based.</p><ul><li>Educators agreed the curriculum helped students demonstrate self-advocacy skills.</li><li>Educators who received training to implement the self-advocacy curriculum were better prepared to observe students' demonstration of self-advocacy skills.</li><li>Self-advocacy goals were included in IEPs and transition plans.</li><li>Attendance at IEP meetings did not bias educators' opinions of students' skills.</li><li>The self-advocacy curriculum contained 4 recommended curriculum dimensions.</li><li>Tennessee educators have a high awareness of self-determination curriculum capacity.</li><li>Educators indicated an increase in student IEP participation.</li></ul><p>These findings evaluated the Self-Determination and Career Planning Model as evidence-based. Suggested curriculum improvements should be implemented and accountability of school districts to implement the curriculum should be communicated to all educators.</p>"]},{"key":"dc:title","label":"Title","values":["Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices."]}]}],"canonical_facts":{"dc:creator":["Fussell, Elizabeth"],"dc:date.issued":["2010-12-18T08:00:00Z"],"dc:description.abstract":["<p>This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2) school-wide intervention had occurred, (3) self-determination goals were included in individualized education programs (IEPs) and transition plans, and (4) there was awareness of the curriculum capacity among Tennessee educators.</p><p>This study employed descriptive and comparative statistical methods to establish assumptions regarding the curriculum's effectiveness. Educators were grouped based on their teaching role (i.e., special education, regular education, and administration) and whether or not they received training and technical assistance from the University of Tennessee's Center on Disability and Employment. An on-line survey provided data necessary to determine educators' perceptions of the curriculum's capacity to provide students opportunities to learn and practice self-advocacy skills. Seven major findings evaluated the Self-Determination and Career Planning Model as evidence-based.</p><ul><li>Educators agreed the curriculum helped students demonstrate self-advocacy skills.</li><li>Educators who received training to implement the self-advocacy curriculum were better prepared to observe students' demonstration of self-advocacy skills.</li><li>Self-advocacy goals were included in IEPs and transition plans.</li><li>Attendance at IEP meetings did not bias educators' opinions of students' skills.</li><li>The self-advocacy curriculum contained 4 recommended curriculum dimensions.</li><li>Tennessee educators have a high awareness of self-determination curriculum capacity.</li><li>Educators indicated an increase in student IEP participation.</li></ul><p>These findings evaluated the Self-Determination and Career Planning Model as evidence-based. Suggested curriculum improvements should be implemented and accountability of school districts to implement the curriculum should be communicated to all educators.</p>"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3112/viewcontent/FussellE111210f.pdf","https://dc.etsu.edu/etd/1757"],"dc:rights":["Copyright by the authors."],"dc:subject":["evidence-based curriculum","self-advocacy","Self-determination","Disability and Equity in Education","Education"],"dc:title":["Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:55Z"}