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

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 implemen...

Full description

Saved in:
Bibliographic Details
Published in:Journal of disability policy studies 2019-06, Vol.30 (1), p.22-34
Main Authors: Shogren, Karrie A., Burke, Kathryn M., Antosh, Anthony, Wehmeyer, Michael L., LaPlante, Terri, Shaw, Leslie A., Raley, Sheida
Format: Article
Language:English
Subjects:
Adolescents
Attainment
Employment
Empowerment
Evidence Based Practice
Implementation
Intellectual disabilities
Intellectual Disability
Learning
Problem solving
Self determination
Skills
Student Evaluation
Students
Students with Disabilities
Teacher Evaluation
Teachers
Teaching Models
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1044-2073
1538-4802
DOI:10.1177/1044207318792178