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Effect of Instruction with the Self-Determined Learning Model of Instruction on Students with Disabilities: A Meta-Analysis

Title
Effect of Instruction with the Self-Determined Learning Model of Instruction on Students with Disabilities: A Meta-Analysis
Authors
Lee, Suk-HyangWehmeyer, Michael L.Shogren, Karrie A.
Ewha Authors
이숙향
SCOPUS Author ID
이숙향scopus
Issue Date
2015
Journal Title
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
ISSN
2154-1647JCR Link
Citation
vol. 50, no. 2, pp. 237 - 247
Publisher
COUNCIL EXCEPTIONAL CHILDREN
Indexed
SSCI WOS
Abstract
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 article reports the results of a meta-analysis of the efficacy of applying the SDLMI as an intervention to enhance access to the general education curriculum or transition-related outcomes. Fifteen single-subject research studies examining the efficacy of the SDLMI as an intervention for students with disabilities were synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PAD) metric. The results of this analysis add to the evidence for the efficacy of implementing the SDLMI as an intervention to promote academic and functional goal attainment for students with disabilities. Implications and directions for future research are discussed.
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사범대학 > 특수교육과 > Journal papers
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