Participation of students with severe disabilities in the general curriculum: The effects of the Self-Determined Learning Model of Instruction

2007

This study investigated the effects of the Self-Determined Learning Model of Instruction on the academic skill performance of three junior high school students with intellectual disabilities. The academic skills the students were 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.

Peer-reviewed publications in scholarly journals Published/In Press

Professionals, Students

Electronic (disc, CD, 508 compliant web posting)

N/A