Promoting Student Active Classroom Participation Skills Through Instruction to Promote Self-Regulated Learning and Self-Determination
access to the general curriculum, inclusion, self-determination, student-directed learning
Career Development for Exceptional Individuals
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.
Original Publication Date
DOI of published version
Agran, Martin; Wehmeyer, Michael L.; Cavin, Michael; and Palmer, Susan, "Promoting Student Active Classroom Participation Skills Through Instruction to Promote Self-Regulated Learning and Self-Determination" (2008). Faculty Publications. 2483.