Academic journal article Exceptional Children

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

Academic journal article Exceptional Children

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

Article excerpt

There has been considerable progress in research and intervention to promote self-determination since the construct was first introduced to the field of special education (Cobb, Lehmann, Newman-Gonchar, & Alwell, 2009). Such advances are important because research has linked student self-determination status to the attainment of more positive academic (Fowler, Konrad, Walker, Test, & Wood, 2007; Konrad, Fowler, Walker, Test, & Wood, 2007; Lee, Wehmeyer, Soukup, & Palmer, 2010) and transition outcomes, including more positive employment, recreation, and independent living outcomes (McGuire & McDonnell, 2008; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997), and more positive quality of life and life satisfaction (McDougall, Evans, & Baldwin, 2010; Shogren, Lopez, Wehmeyer, Little, & Pressgrove, 2006; Wehmeyer & Schwartz, 1998).

Numerous curricular and instructional models enable educators to provide this instructional focus (Test, Karvonen, Wood, Browder, & Algozzine, 2000) and research has documented, to some degree, the efficacy of many of these interventions. In a meta-analysis of single subject and group design studies, Algozzine, Browder, Karvonen, Test, and Wood (2001) found evidence for the efficacy of instruction to promote component elements of self-determined behavior. Cobb and colleagues (2009) conducted a narrative metasynthesis--a narrative synthesis of multiple meta-analytic studies--covering seven meta-analyses examining self-determination and concluded that there is sufficient evidence to support the promotion of self-determination as effective. Also, there are several norm-referenced, validated assessments of self-determination that are widely used (Shogren et al., 2008).

Recently, Wehmeyer, Palmer, Shogren, Williams-Diehm, and Soukup (2010) conducted a randomized trial control group study of the effect of interventions to promote the self-determination of high school students with cognitive disabilities. Students in the treatment group (n = 235) received instruction using a variety of instructional methods to promote self-determination and student involvement in educational planning meetings over 3 years; students in the control group (n = 132) received no such intervention. They measured self-determination using two instruments across three measurement intervals. Using latent growth curve analyses, Wehmeyer and colleagues determined that students with cognitive disabilities who participated in intervention to promote self-determination over a 3-year period showed significantly more positive patterns of growth in their self-determination scores than did students not exposed to interventions to promote self-determination during the same time period.

The Wehmeyer et al. (2010) study did not provide data on the effect of any single intervention, instead providing evidence that efforts to promote self-determination using multiple interventions resulted in enhanced self-determination. As Cobb and colleagues (2009) noted in their metasynthesis, self-determination is a multifaceted construct and interventions that achieve the best outcomes are multicomponent interventions. One such multicomponent intervention that was implemented with all students in the treatment group for the Wehmeyer et al. study and has been linked to goal attainment and more positive adult outcomes for youth with disabilities through multiple single-subject and quasi-experimental design studies is the Self-Determined Learning Model of Instruction (SDLMI; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000).

Self-determination is a multifaceted construct and interventions that achieve the best outcomes are multicomponent interventions.

The SDLMI (Wehmeyer et al., 2000) is a model of teaching (i.e., intended for teachers as end users to guide and direct instruction) that supports teachers to enable students to self-regulate and self-direct the learning process and, as a result, engage in self-determined learning. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.