The Self-Determined Learning Model of Instruction and Students with Extensive Support Needs in Inclusive Settings

Autor/inn/en	Raley, Sheida K.; Burke, Kathryn M.; Hagiwara, Mayumi; Shogren, Karrie A.; Wehmeyer, Michael L.; Kurth, Jennifer A.
Titel	The Self-Determined Learning Model of Instruction and Students with Extensive Support Needs in Inclusive Settings
Quelle	In: Intellectual and Developmental Disabilities, 58 (2020) 1, S.82-90 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9491
Schlagwörter	Models; Learning Processes; Inclusion; Student Needs; Intellectual Disability; Special Needs Students; Developmental Disabilities; Self Determination; Academic Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Analogiemodell; Learning process; Lernprozess; Inklusion; Intellect; Disability; Disabilities; Verstand; Behinderung; Sonderpädagogischer Förderbedarf; Entwicklungsstörung; Selbstbestimmung; Schulleistung; Lernleistung; Schulerfolg
Abstract	There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01