THE IMPACT OF THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION ON HIGH SCHOOL STUDENTS WITH DISABILITIES

special education;self-determination;self-determined learning model of instruction;not listed

Fagel, Lauren SternfieldCarran, Deborah ;

Johns Hopkins University

关键词: special education;    self-determination;    self-determined learning model of instruction;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/58641/FAGEL-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

A wide and persistent achievement gap exists between students with and without disabilities on standardized assessments in reading and math.This single-group design study investigated an intervention designed to address one underlying factor of the gap: low self-determination among students with disabilities.The researcher examined how the Self-Determined Learning Model of Instruction impacts students’ self-perceptions of self-determination and teachers’ knowledge of the importance of teaching self-determination to students with disabilities.Research was conducted at a large, suburban high school where this gap is reflected on state exams.The author applied the theoretical framework of Self-Determination Theory to the study.Results indicated that seven out of 10 students improved their score on the American Institutes for Research Self-Determination Scale Student Form after participation in the SDLMI.In addition, three out of 10 students met their goal after participation in one cycle of the SDLMI.Results from a teacher questionnaire and focus group discussion revealed that teachers improved their knowledge of the SDLMI and had a positive experience with the model.Recommendations from the study included the introduction of the SDMLI to all special education teachers at the high school and the provision of professional development on the model.