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ERIC Number: EJ977881
Record Type: Journal
Publication Date: 2012-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment
Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D.
Remedial and Special Education, v33 n5 p320-330 Sep 2012
Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and 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 findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students' 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. (Contains 5 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas; Missouri; Texas
IES Funded: Yes
Grant or Contract Numbers: R324B070159