Effect of Instruction with the Self-Determined Learning Model of Instruction on Students with Disabilities: A Meta-Analysis

The Self-Determined Learning Model of Instruction (SDLMI) has been identified as an evidence-based practice to support educators to teach students with disabilities to engage in self-regulated learning leading to enhanced self-determination, attainment of academic and functional goals, and enhanced...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2015-06, Vol.50 (2), p.237-247
Main Authors: Lee, Suk-Hyang, Wehmeyer, Michael L., Shogren, Karrie A.
Format: Article
Language:English
Subjects:
Academic education
Academic learning
Autistic disorder
Classrooms
Control Groups
Correlation
Disabilities
Disability
Educational Planning
Elementary Secondary Education
Employment
Foreign Countries
Goal Orientation
High School Students
Independent study
Intellectual disability
Intervention
Kolmogorov Smirnov Two Sample Test
Korea
Kruskal Wallis Test
Learning
Learning disabilities
Meta Analysis
Outcomes of Education
Participant Characteristics
Problem solving
Research design
Secondary school students
Secondary schools
Self Determination
Self Management
Special education
Special needs students
Statistical Analysis
Students with disabilities
Studies
Teacher Characteristics
Teachers
Teaching Methods
Teaching models
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Summary:The Self-Determined Learning Model of Instruction (SDLMI) has been identified as an evidence-based practice to support educators to teach students with disabilities to engage in self-regulated learning leading to enhanced self-determination, attainment of academic and functional goals, and enhanced access to the general education curriculum. This article reports the results of a meta-analysis of the efficacy of applying the SDLMI as an intervention to enhance access to the general education curriculum or transition-related outcomes. Fifteen single-subject research studies examining the efficacy of the SDLMI as an intervention for students with disabilities were synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. The results of this analysis add to the evidence for the efficacy of implementing the SDLMI as an intervention to promote academic and functional goal attainment for students with disabilities. Implications and directions for future research are discussed.
ISSN:2154-1647