Implementing the SDLMI With Students With Significant Support Needs During Transition Planning

Self-determination, defined by acting as the causal agent in one’s life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The Self-Determined Learning Model of In...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2020-05, Vol.43 (2), p.115-121
Main Authors: Burke, Kathryn M., Shogren, Karrie A., Antosh, A. Anthony, LaPlante, Terri, Masterson, Laurie H.
Format: Article
Language:English
Subjects:
Communication Problems
Goal Orientation
High School Students
Planning
Self Determination
Special Needs Students
Student Adjustment
Student Needs
Students
Teaching Methods
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Summary:Self-determination, defined by acting as the causal agent in one’s life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The Self-Determined Learning Model of Instruction (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143419887858