Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment

Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of inte...

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Published inRemedial and special education Vol. 33; no. 5; pp. 320 - 330
Main Authors Shogren, Karrie A., Palmer, Susan B., Wehmeyer, Michael L., Williams-Diehm, Kendra, Little, Todd D.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2012
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Access to Education
Behavior modification
Best practice
Best Practices
Cognitive models
Comparative Analysis
Computer Uses in Education
Control Groups
Curriculum
Data Collection
Educational evaluation
Experimental Groups
Federal Aid
General Education
Goals
High School Students
Intervention
Kansas
Learning
Learning Disabilities
Mental Retardation
Missouri
Program Effectiveness
Self Determination
Selfdetermination
Special Education
Statistical Analysis
Students with disabilities
Success
T Test
Texas
Texas
Missouri
Kansas
access to the general education curriculum
goal attainment
self-determination
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Summary:Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students’ academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability.
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ISSN:0741-9325
1538-4756
DOI:10.1177/0741932511410072