UC Berkeley

The purpose of this dissertation is to examine the perceptions, experiences, and applications of special education teacher candidates’ promotion of self-determination for students who have an Individualized Education Program (IEP). Self-Determination Theory (Deci & Ryan, 1985), a functional model of self-determination (Wehmeyer, 1999), Casual Agency Theory (Wehmeyer & Shogren, 2016), and the Ecological Theory of Self-Determination (Abery & Stancliffe, 2003) are the basis for the conceptual framework for the present study. A mixed-methods approach employed qualitative and quantitative methods, including surveys, document review, interviews, and observations was implemented among eight subjects. The results demonstrated that all participants place a high level of importance on the promotion of self-determination for their students; however, participant beliefs about and applications of self-determination are misaligned. Participants believed they are promoting self-determination at higher rates than were recorded during classroom observations. Participants report many variables that prohibit them from actualizing their beliefs about self-determination, such as a high-stress, high-demand, high-turnover career path.