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dc.contributor.advisorFesenmaier, Daniel R.
dc.creatorLevin, Darren S.
dc.date.accessioned2020-10-27T15:14:09Z
dc.date.available2020-10-27T15:14:09Z
dc.date.issued2011
dc.identifier.other864884928
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1725
dc.description.abstractStudents with visual impairments represent less than one-tenth of one percent of the total student population (Ferrell, 2005) yet require skills in self-determination that are prerequisite to accessing the core academic curriculum. Self-determination reflects "a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior" (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p. 2) and "involves knowledge of self and the environment, decision-making, problem solving, goal setting, personal advocacy, communication skills, self-control, and knowledge of how to interact with the environment to achieve desired outcomes" (Cleveland et al., 2007, p. xi). Unfortunately, students with visual impairments are often denied the opportunities to learn these fundamental skills, thus denying them an appropriate education as outlined via federal initiatives such as The Rehabilitation Act Amendments and IDEA 2004. The purpose of the current study was to evaluate the effectiveness of the Empowered Curriculum, a comprehensive, experiential program designed to improve the self-determination skills of adolescents with visual impairments. Thirty secondary students with visual impairments participated in the study. Pre-intervention and post-intervention measures that addressed self-determination skill acquisition, self-esteem, and self-concept were provided to the students. Students were assigned to either an experimental group or a control group. The results suggested that the students who received the intervention did not improve their self-determination skills, self-esteem, or self-concept. Future directions are discussed.
dc.format.extent143 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Educational Psychology
dc.subjectPsychology, General
dc.subjectAdolescents
dc.subjectSelf-concept
dc.subjectSelf-determination
dc.subjectSelf-esteem
dc.subjectVisual Impairment
dc.titleExamining the Efficacy of the Empowered Curriculum of Self-Determination for Adolescents with Visual Impairments
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberRotheram-Fuller, Erin
dc.contributor.committeememberConnell, James
dc.contributor.committeememberThurman, S. Kenneth
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1707
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:14:09Z


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