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Autor/inn/en | Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D. |
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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 |
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 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 |