ERIC Number: ED495386
Record Type: Non-Journal
Publication Date: 2007
Reference Count: 0
Promoting Self-Determination in Students with Developmental Disabilities. What Works for Special-Needs Learners
Wehmeyer, Michael L.
Growing evidence suggests that self-determination is a significant factor in improving educational and transition outcomes in students with intellectual and developmental disabilities. This volume reviews the breadth of available methods for teaching components of self-determination--including choice making, problem solving, decision making, goal setting, self-advocacy, and self-regulated learning--and provides best-practice recommendations that teachers can put to immediate use in the classroom. Grounded in theory and research, the strategies presented here have been shown to enhance students' involvement in educational planning and support them in meeting their goals in school, the workplace, and the community. This book is divided into into four major parts: Part I: Introduction; Part II: Promoting Self-Determination; Part III: Promoting Self-Determined Learning; and Part IV: Curriculum Modifications and Student Involvement.
Descriptors: Goal Orientation, Educational Planning, Decision Making, Self Advocacy, Problem Solving, Developmental Disabilities, Self Determination, Special Needs Students, Mental Retardation, Independent Study, Teaching Methods, Student Participation, Curriculum Development
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Students; Counselors
Authoring Institution: N/A