Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction

Autor/inn/en	Agran, Martin; Cavin, Michael; Wehmeyer, Michael; Palmer, Susan
Titel	Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 31 (2006) 3, S.230-241 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Junior High School Students; Learning Strategies; Mental Retardation; Benchmarking; Metacognition; Problem Solving; Academic Ability; General Education; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geistige Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Allgemein bildendes Schulwesen; Allgemeinbildung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the effects of the Self-Determined Learning Model of Instruction (SDLMI) on the academic skill performance of three junior high school students with moderate to severe intellectual disabilities. The academic skills taught were aligned to the district general curriculum, and extended benchmarks were individually determined. The students were instructed to engage in a self-regulated problem-solving strategy, as well as to use one or more additional student-directed learning strategies. The results suggested that all students were able to acquire and maintain target academic skills to mastery levels. Also, all stakeholders had positive perceptions about the value of such instruction. The implications of these findings relative to the general curriculum initiative are discussed. (Contains 3 tables and 1 figure.) (Author).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10