Abstract
Purpose. The purpose of this exploratory case study was to determine the relationship among basic needs satisfaction and the participation of students with learning disabilities in transition planning meetings for special education students, with an emphasis on addressing two questions: (a) To what extent does self-determination theory relate to the participation of students with learning disabilities in transition planning meetings, and (b) What role does basic needs satisfaction play in the participation of students with learning disabilities in transition planning meetings? Methodology. Survey methodology was used for the study. One California high school district was the source of participants. Participants were identified by the high school district. Both qualitative and quantitative data were collected using a written survey instrument. Analysis. Qualitative and quantitative data were initially analyzed separately. Correlational analysis was used for the quantitative data, and thematic coding was used for the qualitative data. Findings from the separate analyses were compared for convergence. Subsequently, the results of all analyses were discussed in terms of hypotheses, study questions, research questions, and the implications of the findings for practitioners in special education. Discussion. Although it was not possible to determine the extent to which self-determination theory related to the participation of students with learning disabilities in transition planning meetings, some significant relationships among basic psychological needs and elements of participation were seen using Spearman's rho for the analyses. Numerous challenges were encountered during the study. Implications of the study results as well as recommendations for practice, future research, and reduction of challenges were discussed. The findings of this study should not be generalized to other sites, although consideration of the recommendations is encouraged.