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ERIC Number: EJ1034372
Record Type: Journal
Publication Date: 2014-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-2154-1647
Impact of the "Self-Determined Learning Model of Instruction" on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination
Shogren, Karrie A.; Plotner, Anthony J.; Palmer, Susan B.; Wehmeyer, Michael L.; Paek, Youngshil
Education and Training in Autism and Developmental Disabilities, v49 n3 p440-448 Sep 2014
Promoting student self-determination is recognized as a key component of effective transition supports and services for youth with disabilities. This study examined differences in teacher perceptions of student capacity and opportunity for self-determination over the course of an academic year based on teacher assignment to a treatment group that implemented the Self-Determined Learning Model of Instruction or a control group that did not. Separate three-way repeated measures analysis of variance (ANOVA) were used to determine if there were any significant differences in teachers' ratings of student self-determination capacity and opportunity based on (a) time, (b) exposure to the SDLMI, and (c) disability category (intellectual vs. learning disability). Findings revealed that there was a significant interaction between time and treatment, however, the interaction between time and disability, and time by treatment by disability interaction was not significant. Results of this study suggest that when teachers are trained and supported to implement the Self-Determined Learning Model of Instruction (SDLMI) with students with disabilities significant increases in their perceptions of student capacity and opportunity for self-determination occur. Implications for future research and practice are discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B070159