Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment

Autor/inn/en	Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D.
Titel	Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment
Quelle	In: Remedial and Special Education, 33 (2012) 5, S.320-330 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932511410072
Schlagwörter	General Education; High School Students; Success; Models; Self Determination; Best Practices; Special Education; Mental Retardation; Learning Disabilities; Access to Education; Program Effectiveness; Intervention; Federal Aid; Comparative Analysis; Control Groups; Experimental Groups; Statistical Analysis; Data Collection; Computer Uses in Education; Kansas; Missouri; Texas + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erfolg; Analogiemodell; Selbstbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Geistige Behinderung; Learning handicap; Lernbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Statistische Analyse; Data capture; Datensammlung; Computernutzung
Abstract	Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students' academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability. (Contains 5 tables.) (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	2017/4/10