A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning

Abstract

This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents were secondary-level educators serving students with varying types and severity of disabling conditions. Findings indicated that a majority of respondents believed that instruction in self-determination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability. Implications for educational practice are discussed.

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

“…However, there remains a gap between research documenting the efficacy of self-determination interventions and the implementation of evidence-based practices to teach self-determination skills in secondary schools. While teachers rate self-determination skills and instruction as important, they tend to also report providing limited selfdetermination instruction in the classroom (Cho et al 2011;Wehmeyer et al 2000a). This may occur because of a lack of knowledge of effective instructional practices, as special education teachers continue to report not being well informed through pre-service or in-service training on ways to effectively promote self-determination (Cho et al 2011), a finding that has persisted over the past decade (Wehmeyer et al 2000a).…”

“…While teachers rate self-determination skills and instruction as important, they tend to also report providing limited selfdetermination instruction in the classroom (Cho et al 2011;Wehmeyer et al 2000a). This may occur because of a lack of knowledge of effective instructional practices, as special education teachers continue to report not being well informed through pre-service or in-service training on ways to effectively promote self-determination (Cho et al 2011), a finding that has persisted over the past decade (Wehmeyer et al 2000a). This assertion aligns with findings from surveys of university faculty engaged in preparing pre-service teachers who report few occurrences of teaching strategies to enhance self-determination in teacher preparation courses (Thoma et al 2002).…”

Advancing the Curriculum for Young People who have an Intellectual Disability. Advocacy in Health: A Pilot Study

“…Self-determination is defined as "acting as the primary causal agent in one's life and making choices and decisions regarding one's quality of life free from undue external influence or interference" (Wehmeyer, 1996, p. 24). While many teachers may believe that self-determination is an important curricular area, the belief may not translate into practice in the curriculum and aspirations for young people who have an intellectual disability (Wehmeyer, Agran, & Hughes, 2000).…”

Self-Determination and Quality of Life: Implications for Special Education Services and Supports

“…As a result of this federal focus, numerous instructional and assessment methods, materials, and strategies now are available to enable teachers to promote student self-determination (Field, Martin, Milller, Ward, & Wehmeyer, 1998;Wehmeyer, Agran, & Hughes, 1998). Moreover, research (Agran, Snow, & Swaner, 1999;Wehmeyer, Agran, & Hughes, 2000) indicates that teachers working with students who have disabilities acknowledge the importance of promoting self-determination for students with disabilities, although that acknowledgement does not always translate directly to instructional opportunities for students (Wehmeyer & Schwartz, 1998;Wehmeyer et al, 2000).…”