A Model for Aligning Self-Determination and General Curriculum Standards

Konrad, Moira; Walker, Allison R.; Fowler, Catherine; Test, David W.; Wood, Wendy M.

doi:10.1177/004005990804000306

Cited by 14 publications

(17 citation statements)

References 50 publications

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“…This packaging suggests that instruction in selfdetermined behavior is being infused within broader intervention efforts, rather than targeted by narrower, stand-alone interventions. Such a finding is consistent with recommended practices, particularly for interventions implemented within general education classrooms and other inclusive settings (Konrad, Walker, Fowler, Test, & Wood, 2008;Wehmeyer & Field, 2007).…”

Section: Discussionsupporting

confidence: 76%

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Carter

Lane

Crnobori

et al. 2011

Behavioral Disorders

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Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBo), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBo. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e"! self-management and self-regulation, problem solving goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address kf~y gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served.

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Section: Discussionsupporting

confidence: 76%

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Carter

Lane

Crnobori

et al. 2011

Behavioral Disorders

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“…This interpretation might be considered evident in some of the published research. For example, Konrad, Walker, Fowler, Test, and Wood (2008) studied instruction for students with extensive support needs in self-contained settings when studying the use of self-determination strategies in coordination with writing standards. also studied providing instruction on general education curriculum content standards in self-contained settings and found that aligning IEP goals to content standards led to increased learning of science, reading, and math content by students with extensive support needs.…”

Section: Second Interpretationvcontentmentioning

confidence: 99%

Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs

Ryndak

Moore

Orlando

et al. 2008

Research and Practice for Persons with Severe Disabilities

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The reauthorization of the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act requires that students with extensive support needs have access to, participate in, and make progress on the general curriculum along with their grade-level general education peers. This article suggests that the terms used in this legislation have been interpreted differently across educational personnel, parents, advocates, and researchers, and that these differing interpretations have resulted in confusion and controversy related to services for this set of students. The purpose of this article was to initiate a discussion about the role of context when conceptualizing access to the general curriculum for students with extensive support needs related to communication, physical, and intellectual disabilities. It begins by discussing the federal mandate and regulations related to access to the general curriculum. It then presents differing interpretations of the concept of access to the general curriculum for students with extensive support needs, components that comprise access, and the impact of those interpretations on services. Next, it suggests an approach to conceptualizing educational services to guide policy makers, educators, and researchers as they develop, implement, and study effective practices that facilitate access to the general curriculum for students with extensive support needs. The article concludes with the suggestion that researchers, administrators, policy makers, and stakeholders must develop and hold a common understanding of the construct access to the general curriculum that is based on findings of the extant research; and that for all students, including students with extensive support needs, general education contexts are critical to accessing the general curriculum.

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“…The development of self-determination knowledge and skills has been listed as an educational priority in several subjects, including Social Studies (where its curriculum objective is to cultivate students' skills of self-awareness and self-actualization), Integrative Activities (which covers various themes such as self-development, daily life management, social participation, as well as self-protection), and Special Needs Curriculum (which emphasizes the development of skills such as self-management, self-reinforcement, and problem solving). We believe that if teachers can link self-determination teaching with these curriculum objectives through curriculum alignment, this teaching mode will be more conducive to the acquisition and improvement of self-determination skills for students with disabilities (Konrad, Walker, Fowler, Test, & Wood, 2008;Rowe et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Chao¹,

Chou²

2017

JEL

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The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers' level of teaching self-determination was in the range of "sometimes to often". Nevertheless, general education teachers' level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers' level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

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A Model for Aligning Self-Determination and General Curriculum Standards

Cited by 14 publications

References 50 publications

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs

Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

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