The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings.

Area of Science:

• Education
• Psychology
• Disability Studies

Background:

• Self-determination skills (e.g., choice-making, goal setting) strongly correlate with positive academic and post-school outcomes.
• Students with extensive support needs, including intellectual and developmental disabilities (IDD), can benefit from targeted interventions to develop these skills.

Purpose of the Study:

• To advocate for research examining the impact, usability, and cultural sustainability of the Self-Determined Learning Model of Instruction (SDLMI).
• To explore the SDLMI's effectiveness in supporting students with extensive support needs, particularly those with IDD.

Main Methods:

• Review of theoretical foundations of self-determination.
• Examination of extant research on the implementation of the SDLMI.
• Discussion of implications for researchers regarding the SDLMI's application and potential.

Main Results:

• The SDLMI is an evidence-based intervention designed to enhance self-determination skills.
• Research is needed to assess the SDLMI's impact, usability, and cultural sustainability for students with IDD.
• The SDLMI holds potential as a universal support for all students in inclusive settings.

Conclusions:

• The SDLMI shows promise for enhancing self-determination in students with extensive support needs.
• Further research is essential to validate the SDLMI's effectiveness and adaptability across diverse student populations.
• Implementing the SDLMI can foster greater independence and improved outcomes for students with and without disabilities.