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ERIC Number: EJ1423695
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: EISSN-2163-5684
Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction
Hunter A. Matusevich; Karrie A. Shogren; Sheida K. Raley; Dale W. Matusevich
TEACHING Exceptional Children, v56 n4 p230-238 2024
All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning
SAGE Publications. 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: https://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A