Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction
Access to the general curriculum, Problem solving, Self-determination
Research and Practice for Persons with Severe Disabilities
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
DOI of published version
Agran, Martin; Cavin, Michael; Wehmeyer, Michael; and Palmer, Susan, "Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction" (2006). Faculty Publications. 2843.