Student-Directed Learning: A Catalyst for Academic Achievement and Self-Determination for Students with Intellectual Disability

Autor/inn/en	Garrels, Veerle; Palmer, Susan B.
Titel	Student-Directed Learning: A Catalyst for Academic Achievement and Self-Determination for Students with Intellectual Disability
Quelle	In: Journal of Intellectual Disabilities, 24 (2020) 4, S.459-473 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garrels, Veerle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629519840526
Schlagwörter	Adolescents; Mild Intellectual Disability; Intervention; Self Determination; Students with Disabilities; Program Effectiveness; Student Centered Learning; Teacher Attitudes; Student Role; Foreign Countries; Special Education; Norway + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Norwegen
Abstract	In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this may lead to enhanced self-determination over time. Further data analysis suggests that student-directed learning first of all may have an impact at the level of the environment, such that teachers start to perceive their students with ID as capable agents who can take an active role in their own learning process. This change in teacher perception may lead to students getting more opportunities to practice and refine self-determination skills, which in turn may lead to increased capacity for self-determination. Findings from this study are uplifting, as even brief student-directed learning interventions may trigger positive effects on students' self-determination. (As Provided).
Anmerkungen	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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01