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

Karrie A. Shogren, Susan B. Palmer, Michael L. Wehmeyer, Kendra Williams-Diehm, Todd D. Little

Research output: Contribution to journalArticlepeer-review

126 Scopus citations

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.

Original languageEnglish
Pages (from-to)320-330
Number of pages11
JournalRemedial and Special Education
Volume33
Issue number5
DOIs
StatePublished - Sep 2012

Keywords

  • access to the general education curriculum
  • goal attainment
  • self-determination

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