Carolyn Hughes

TL;DR: In this paper, a survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome was conducted, and the findings indicated that a majority of respondents believed that instruction in selfdetermination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability.

TL;DR: The authors offers guidance for teaching self- determination skills to students with disabilities during the transition to adulthood, identifying essential characteris tics of self-determination and addressing the skills related in detail.

TL;DR: 16 empirical studies that investigated the effects of social interactive interventions designed to increase early social communicative skills of young children with autism by increasing their role as initiator of social interactions were reviewed.

TL;DR: In this article, a review of the literature to investigate interventions designed to increase students' involvement in their individualized education program (IEP) process was conducted, which indicated that students with widely varying disabilities can be actively involved in the IEP process.

TL;DR: In this paper, the authors provide a critical analysis of twenty-six empirical interventions aimed at promoting social interaction among adolescents with intellectual disabilities and their general education peers in middle and high school settings.