Impact of the Self-Determined Learning Model of Instruction on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination

Promoting student self-determination is recognized as a key component of effective transition supports and services for youth with disabilities. This study examined differences in teacher perceptions of student capacity and opportunity for self-determination over the course of an academic year based on teacher assignment to a treatment group that implemented the Self-Determined Learning Model of Instruction or a control group that did not. Separate three-way repeated measures analysis of variance (ANOVA) were used to determine if there were any significant differences in teachers' ratings of student self-determination capacity and opportunity based on (a) time, (b) exposure to the SDLMI, and (c) disability category (intellectual vs. learning disability). Findings revealed that there was a significant interaction between time and treatment, however, the interaction between time and disability, and time by treatment by disability interaction was not significant. Results of this study suggest that when teachers are trained and supported to implement the Self-Determined Learning Model of Instruction (SDLMI) with students with disabilities significant increases in their perceptions of student capacity and opportunity for self-determination occur. Implications for future research and practice are discussed.