Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several…

The Self-Determined Learning Model of Instruction (SDLMI) has been identified as an evidence-based practice to support educators to teach students with disabilities to engage in self-regulated learning leading to enhanced self-determination, attainment of academic and functional goals, and enhanced access to the general education curriculum. This…

The authors surveyed 233 elementary special educators in 23 states to determine (a) how the teaching of self-regulation strategies and classroom setting affected their perceptions of the importance of teaching self-determination, (b) the frequency with which they did so, and (c) the barriers to promoting self-determination. Results indicated that…

The purpose of this second article in the special topic issue from the National Training Initiative on Self-Determination is to provide detail with regard to how we understand the self-determination construct and to discuss moderator variables and how such variables impact the design and implementation of interventions to promote…

Research-Based Principles and Practices for Educating Students with Autism is a text under development by members of the Division on Autism and Developmental Disabilities. The text is intended for use as a professional resource and graduate level text for preservice and inservice educators, psychologists, speech/ language therapists and clinicians…

Promoting self-determination has been identified as a means to both promote access to the general education curriculum and focus on transition-related skills. In particular, the Self-Determined Learning Model of Instruction (SDLMI) has been found to be effective in producing successful transition and academic outcomes for students with cognitive…

The use of a portable schedule prompting system to increase independence and self-regulation in time management was compared to use of a written schedule with 12 adults with mental retardation. Results supported the utility of a Palmtop computer with schedule prompting software to increase independence in the performance of vocational and daily…

The effects of using a multicomponent intervention package to support classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Modification of teacher-assigned worksheets, instruction in assignment completion, self-monitoring, goal evaluation, and including students in setting…

This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. Results from a field test indicate students (N=40) receiving instruction from teachers using the model attained…

A study examined the effects of self-monitoring on selected social and academic behaviors of four high school students with mental retardation in inclusive classes. Occurrences of self-monitoring were associated with improvement in target behaviors. In addition, teachers and classmates perceived improved performance of target behaviors when…

This book describes a set of instructional methods called student-directed learning strategies, which combine effective instructional strategies to promote student learning in inclusive environments with a means to promote and enhance active student involvement in learning. The first chapter identifies student-directed learning strategies and…

A study examined the effects of self-prompted communication book training provided by peers on the conversational initiations of four high school students with extensive support needs. The intervention was associated with increases in participant's appropriate initiations and general education conversational partners' corresponding responses.…

Presents findings from the field test of 261 adolescents with mild mental retardation and learning disabilities on a student self-report measure of self-determination. The four primary domains of the scale were autonomy, self-regulation, psychological empowerment, and self-realization. The utility of the scale for instructional and research…

This book describes instructional methods for teaching basic self-determination skills to students with disabilities. The first section provides an introduction to self-determination as an educational and transition outcome, discusses the impetus for an educational focus on self determination, and describes the relationships between transition…