Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents with Intellectual Disability

Autor/inn/en	Shogren, Karrie A.; Burke, Kathryn M.; Antosh, A. Anthony; Wehmeyer, Michael L.; LaPlante, Terri; Shaw, Leslie A.; Raley, Sheida
Titel	Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents with Intellectual Disability
Quelle	(2018), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Determination; Teaching Methods; Goal Orientation; Adolescents; Intellectual Disability; Evidence Based Practice; Skill Development; Program Implementation; Fidelity; Student Attitudes; Teacher Attitudes; Outcomes of Education; Special Education; Secondary School Students; Secondary School Teachers; Student Empowerment; Rhode Island; Goal Attainment Scale + Suchen Sie Ihr Suchwort? Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrerverhalten; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler; Studienberechtigung
Abstract	The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally-relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school, district, and state-level supports. Recommendations for future research and policy-related implications for scaling up efforts to promote self-determination are provided. [This is the in press version of an article published in "Journal of Disability Policy Studies."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01