Literaturnachweis - Detailanzeige
| Autor/inn/en | Burke, Kathryn M.; Shogren, Karrie A.; Raley, Sheida K.; Wehmeyer, Michael L.; Antosh, A. Anthony; LaPlante, Terri |
|---|---|
| Titel | Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction |
| Quelle | (2018), (29 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Evidence Based Practice; Self Determination; Teaching Methods; Models; Program Implementation; Intellectual Disability; Developmental Disabilities |
| Abstract | Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The "Self-Determined Learning Model of Instruction" (SDLMI) is an EBP shown to promote positive educational and post-school outcomes for students with disabilities; however, the process of implementing the SDLMI on a large scale poses significant challenges. We describe efforts to implement the SDLMI state-wide with transition-aged students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted. [This is the in press version of an article published in "Education and Training in Autism and Developmental Disabilities."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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