Faculty Publications

Promoting Student Active Classroom Participation Skills Through Instruction To Promote Self-Regulated Learning And Self-Determination

Document Type

Article

Keywords

access to the general curriculum, inclusion, self-determination, student-directed learning

Journal/Book/Conference Title

Career Development for Exceptional Individuals

Volume

31

Issue

2

First Page

106

Last Page

114

Abstract

Promoting self-determination has been identified as a means to both promote access to the general education curriculum and focus on transition-related skills. In particular, the Self-Determined Learning Model of Instruction (SDLMI) has been found to be effective in producing successful transition and academic outcomes for students with cognitive disabilities. The SDLMI enables teachers to teach students a self-directed problem-solving process that enables students to self-regulate learning. This study investigates the effects of the SDLMI on a variety of academic skills for three junior high students with extensive support needs included in a general education health class. Positive changes were reported for all students. The implications of these findings are discussed. © 2008, SAGE Publications. All rights reserved.

Department

Department of Special Education

Original Publication Date

1-1-2008

DOI of published version

10.1177/0885728808317656

Link to Full Text

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