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VIDBE-Q Volume 63 Issue 2
analysis process referred to as open, axial, and selective coding procedures. First, each
interview was independently open coded using the NVivo qualitative software program.
These categories were collapsed into larger themes.
Findings
The results from this study are currently in-progress for publication. In order to
preserve the integrity of the final publication, we only provide a brief summary here. The
professionals interviewed identified four primary roles that they have when teaching self-
determination to students with sensory loss. Participants also offered strategies that they
have used when taking on each of these roles. All participants agreed that it was best to
start exposing children to self-determination at an early age. Participants also agreed
upon the importance of teaching self-determination to children with sensory loss.
However, like previous studies, participants stated there were barriers to teaching self-
determination. Results from this study contribute to a broader body of research on the
importance of and the barriers to teaching self-determination to students with sensory
loss at a young age.
References
Cho, H. J., Wehmeyer, M., & Kingston, N. (2011). Elementary teachers' knowledge and
use of interventions and barriers to promoting student self-determination. The
Journal of Special Education, 45(3), 149-156.
Cho, H. J., Wehmeyer, M. L., & Kingston, N. M. (2012). The effect of social and
classroom ecological factors on promoting self-determination in elementary
school. Preventing school failure: alternative education for children and youth,
56(1), 19-28.
