Promoting Transition Goals And Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model Of Instruction

Authors

Martin Agran, University of Northern IowaFollow
Caryl BlanchardFollow
Michael L. WehmeyerFollow

Document Type

Article

Journal/Book/Conference Title

Education and Training in Mental Retardation and Developmental Disabilities

Volume

35

Issue

4

First Page

351

Last Page

364

Abstract

This article describes the field-test results of the Self-Determined Learning Model of Instruction, a model of teaching designed to enable teachers to teach students to set goals, take action on those goals, and adjust their goals and plans as needed. Nineteen students, most of whom had intellectual disabilities, participated in the field test. Seventeen of the 19 students made dramatic changes from baseline to intervention conditions, at levels that exceeded teachers' expectations. Additionally, social validation data obtained from both the students and the participating teachers supported the utility of the model. The implications of the field test are discussed.

Department

Department of Special Education

Original Publication Date

12-1-2000

Recommended Citation

Agran, Martin; Blanchard, Caryl; and Wehmeyer, Michael L., "Promoting Transition Goals And Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model Of Instruction" (2000). Faculty Publications. 3617.
https://scholarworks.uni.edu/facpub/3617