The Effects of the Self-Determined Learning Model of Instruction on Academic Performance of Students with High-Incidence Disabilities

Seo Hyo Jeong (서효정); Michael L. Wehmeyer; Susan B. Palmer

The Effects of the Self-Determined Learning Model of Instruction on Academic Performance of Students with High-Incidence Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2014, 15(1), pp.305-330
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Seo Hyo Jeong ¹, Michael L. Wehmeyer ², Susan B. Palmer ²

¹Univ. of Kansas
²University of Kansas

Accredited

ABSTRACT

This study examined the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting student academic performance in science class for three middle school students with high-incidence disabilities. Using the SDLMI, the students set their goals, developed action plans, implemented and adjusted their plans, and evaluated their progress. This study used a multiple baseline across participants design and the entire study took 12 weeks to complete using one-to-one instruction, with each intervention session ranging from 15 to 25 minutes. The results indicated that all students achieved self-selected goals to mastery levels. Also, most stakeholders indicated positive opinions about implementing the SDLMI. Implications and future directions for research and practice are discussed.

KEYWORDS

Self-determined learning model of instruction, academic performance, students with disabilities

Citation status

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

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