The Effects of Instructional Supports with SDLMI on Academic Engagement Behaviors and Performance Assessment in Science Class (자기결정교수학습모델(SDLMI)을 활용한 교수적 지원이 통합된 중학교 장애학생의 과학과 수업참여행동 및 수행평가 성취도에 미치는 영향)

Jung jung eun (정정은); Suk-Hyang Lee (이숙향)

The Effects of Instructional Supports with SDLMI on Academic Engagement Behaviors and Performance Assessment in Science Class

Journal of Special Education: Theory and Practice
Abbr : JSPED
2012, 13(4), pp.183-205
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Jung jung eun ¹, Suk-Hyang Lee ¹

¹이화여자대학교

Accredited

ABSTRACT

According to the Korean annual report for special education in 2012, 70.7% of students with disabilities have studied in general education classrooms. Especially, in spite of that science class has more possibility to allow students to interact with other classmates through experiments and activities, students’ participations are still limited. In this respect, this study investigated the effects of instructive supports with SDLMI on performance assessment and academic engagement behaviors of 3 students with disabilities. Multiple probe design across subjects was applied for this study including baseline, intervention, and maintenance period. Effects of generalization of intervention were also examined in other subjects. The results of this study showed positive influence of instructional supports with SDLMI on students’ performance and academic engagement behaviors in classrooms by analyzing data observed in class and performance worksheets. Based on the results, this study has proved that the students with disabilities would be able to enhance their potential to improve their performance and academic engagement in class along with achieving their goals by using various student-directed instructional strategies.

KEYWORDS

SDLMI, inclusive education, students with disabilities

Citation status

* References for papers published after 2023 are currently being built.

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