Promoting Active Engagement in the General Education Classroom and Access to the General Education Curriculum for Students with Cognitive Disabilities

Autor/inn/en	Agran, Martin; Cavin, Michael; Wehmeyer, Michael; Palmer, Susan
Titel	Promoting Active Engagement in the General Education Classroom and Access to the General Education Curriculum for Students with Cognitive Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 2, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Cues; Public Speaking; Learning Strategies; Special Needs Students; Junior High School Students; Mental Retardation; Regular and Special Education Relationship; Self Determination; Teaching Methods; Student Participation; Daily Living Skills; Pictorial Stimuli; Teacher Attitudes; Student Attitudes; Student Behavior; Science Instruction + Suchen Sie Ihr Suchwort? Stichwort; Vortrag; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sonderpädagogischer Förderbedarf; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geistige Behinderung; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Alltagsfertigkeit; Fantasieanregung; Lehrerverhalten; Schülerverhalten; Student behaviour; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study examined the effects of the Self-Determined Learning Model of Instruction in promoting active engagement in the general education classroom and access to the general education curriculum for three junior high school students with significant cognitive disabilities. The goals included improving public speaking, asking more questions in class, and improving food preparation skills. The students were instructed to employ student-directed learning strategies to achieve their goals. Specifically, antecedent cue regulation (picture cues) and self-instruction strategies were used. Positive changes were reported for all students. Also, all of the students and two of their teachers expressed positive perceptions about the value of such instruction. The implications of these findings with regard to accessing the general curriculum are discussed. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	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://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10