Self-determination for students with disabilities: A narrative metasynthesis

Brian Cobb, Jean Lehmann, Rebecca Newman-Gonchar, Morgen Alwell

Research output: Contribution to journalReview articlepeer-review

121 Scopus citations


Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.

Original languageEnglish
Pages (from-to)108-114
Number of pages7
JournalCareer Development for Exceptional Individuals
Issue number2
StatePublished - Aug 2009


  • Meta-analysis
  • Secondary
  • Self-determination


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