Implementing the SDLMI with Students with Significant Support Needs during Transition Planning

Autor/inn/en	Burke, Kathryn M.; Shogren, Karrie A.; Antosh, A. Anthony; LaPlante, Terri; Masterson, Laurie H.
Titel	Implementing the SDLMI with Students with Significant Support Needs during Transition Planning
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 2, S.115-121 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Burke, Kathryn M.) ORCID (Shogren, Karrie A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419887858
Schlagwörter	Self Determination; Student Adjustment; Planning; Goal Orientation; Student Needs; Communication Problems; High School Students; Models; Teaching Methods; Special Needs Students + Suchen Sie Ihr Suchwort? Selbstbestimmung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Kommunikationsbarriere; High school; High schools; Oberschule; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf
Abstract	Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The "Self-Determined Learning Model of Instruction" (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies. [For the corresponding grantee submission, see ED596342.] (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01