Impact of Individual and Class-wide Application of Self-Determined Learning Model of Instruction (SDLMI) on Students with Disabilities and their Teachers in Secondary Inclusive Settings (개인 및 학급차원의 자기결정교수학습모델(SDLMI) 적용이 중등 통합교육 환경의 장애학생 및 교사에게 미치는 영향)

Suk-Hyang Lee (이숙향)

Impact of Individual and Class-wide Application of Self-Determined Learning Model of Instruction (SDLMI) on Students with Disabilities and their Teachers in Secondary Inclusive Settings

Journal of Special Education: Theory and Practice
Abbr : JSPED
2013, 14(3), pp.171-199
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Suk-Hyang Lee ¹

¹이화여자대학교

Accredited

ABSTRACT

The purpose of this study is to investigate impact of individual and class -wide application of Self-Determined Learning Model of Instruction (SDLMI) on self-determination, academic engagement behaviors, and goal-attainment of students with disabilities along with the impact on teacher efficacy of special education teachers and attitudes of general education teachers toward inclusive education. Fifty students with disabilities(25 students in the experimental and control group, respectively), 27 special education teachers, and 49 general education teachers participated in this study. Teacher training was provided for special education teachers in the experimental group before intervention and instructional supports were also given for the teachers during intervention. Pre- and post-tests of relevant dependent variables were conducted before and after the intervention for students with disabilities and teachers in the experimental and control groups. The results of analyses of differences between pre- and post-tests in both groups showed that individual and class-wide application of SDLMI had positive influence on self-determination, academic engagement behaviors, and goal-attainments of students with disabilities. In addition, teacher efficacy of special education teachers were increased. However, there was no statistically significant changes in attitudes of general education teachers toward inclusive education . Based on this results, implications for future study related to SDLMI were provided.

KEYWORDS

Self-Determined Learning Model of Instruction(SDLMI), Students with disabilities, Inclusive education, Self-determination, Teacher efficacy

Citation status

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

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This paper was written with support from the National Research Foundation of Korea.

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