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. (Contains 5 tables.)

Citation

Shogren, K.A., Palmer, S.B., Wehmeyer, M.L., Williams-Diehm, K. & Little, T.D. (2012). Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment. Remedial and Special Education, 33(5), 320-330. Retrieved August 11, 2024 from https://www.learntechlib.org/p/87614/.

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Keywords

• Access to Education
• best practices
• Comparative Analysis
• Computer Uses in Education
• Control Groups
• Data Collection
• Experimental Groups
• Federal Aid
• General Education
• High School Students
• Intervention
• learning disabilities
• Mental Retardation
• models
• Program Effectiveness
• Self Determination
• special education
• Statistical Analysis
• success