The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

被引:14
|
作者
Raley, Sheida K. [1 ]
Shogren, Karrie A. [1 ]
Rifenbark, Graham G. [2 ]
Lane, Kathleen Lynne [1 ]
Pace, Jesse R. [1 ]
机构
[1] Univ Kansas, Lawrence, KS 66046 USA
[2] Univ Connecticut, Storrs, CT USA
关键词
self-determination; inclusive education; multitiered systems of support; FIT INDEXES; POSTSCHOOL OUTCOMES; GOAL ATTAINMENT; CAUSAL AGENCY; INTERVENTIONS; ADOLESCENTS; YOUTH;
D O I
10.1177/0741932520984842
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the Self-Determined Learning Model of Instruction (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.
引用
收藏
页码:363 / 373
页数:11
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