Faculty Publications

Title

Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction

Document Type

Article

Keywords

Access to the general curriculum, Problem solving, Self-determination

Journal/Book/Conference Title

Research and Practice for Persons with Severe Disabilities

Volume

31

Issue

3

First Page

230

Last Page

241

Abstract

This study investigated the effects of the Self-Determined Learning Model of Instruction (SDLMI) on the academic skill performance of three junior high school students with moderate to severe intellectual disabilities. The academic skills taught were aligned to the district general curriculum, and extended benchmarks were individually determined. The students were instructed to engage in a self-regulated problem-solving strategy, as well as to use one or more additional student-directed learning strategies. The results suggested that all students were able to acquire and maintain target academic skills to mastery levels. Also, all stakeholders had positive perceptions about the value of such instruction. The implications of these findings relative to the general curriculum initiative are discussed. copyright 2006 by TASH.

Original Publication Date

1-1-2006

DOI of published version

10.1177/154079690603100303

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