Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes

Autor/inn/en	Raley, Sheida K.; Shogren, Karrie A.; Brunson, Lashanna; Gragoudas, Stelios; Thomas, Kelli R.; Pace, Jesse R.
Titel	Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
Quelle	In: Exceptionality, 30 (2022) 5, S.324-339 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raley, Sheida K.) ORCID (Shogren, Karrie A.) ORCID (Brunson, Lashanna) ORCID (Gragoudas, Stelios) ORCID (Thomas, Kelli R.) ORCID (Pace, Jesse R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938056
Schlagwörter	High School Students; Goal Orientation; Inclusion; Self Determination; Models; Evidence Based Practice; Core Curriculum; Teachers; Special Education Teachers; Coaching (Performance); Program Effectiveness; Students with Disabilities + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Inklusion; Selbstbestimmung; Analogiemodell; Kerncurriculum; Lehrer; Lehrerin; Lehrende; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Disability; Disabilities; Behinderung
Abstract	Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided. [For the corresponding grantee submission, see ED624656.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01