Effect of Intervention with theSelf-Determined Learning Model of Instructionon Access and Goal Attainment.
Promoting student self-determination has been identified as best practice in special education and transition services and as a means to promote 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 finding from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student 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.
University of Illinois.
Karrie A
KA
Shogren
University of Kansas.
Susan B
SB
Palmer
University of Kansas.
Michael L
ML
Wehmeyer
University of Oklahoma.
Kendra
K
Williams-Diehm
University of Kansas.
Todd
T
Little