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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment
Karrie A Shogren1, Susan B Palmer2, Michael L Wehmeyer2
1University of Illinois.
Abstract:
Promoting student self-determination has been identified as best practice in special education and transition services and as a means to promote 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 finding from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student 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.
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