Shogren Karrie A, Palmer Susan B, Wehmeyer Michael L, Williams-Diehm Kendra, Little Todd
University of Illinois.
University of Kansas.
Remedial Spec Educ. 2012 Sep 1;33(5):320-330. doi: 10.1177/0741932511410072.
Promoting student self-determination has been identified as best practice in special education and transition services and as a means to promote access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports finding from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability.
促进学生的自我决定能力已被视为特殊教育和过渡服务中的最佳实践，也是促进残疾学生进入普通教育课程的一种手段。然而，对于促进自我决定能力的干预措施对与进入普通教育课程相关的结果的影响，评估有限。本文报告了一项整群或组随机试验对照组研究的结果，该研究考察了使用自我决定学习教学模型的干预措施对智障和学习障碍学生的学业和过渡目标达成情况以及进入普通教育课程的影响。研究结果支持该模型在目标达成和进入普通教育课程方面的有效性，尽管不同类型残疾的学生在目标达成模式上存在差异。
