Adapting the Self-Determined Learning Model for Instruction of College Students With Disabilities

Abstract

As the number of students with disabilities who are entering postsecondary education continues to rise, the need for their adequate preparation to successfully complete programs of study is a critical concern. A common characteristic of students who successfully enter and complete programs of study in postsecondary settings is that of having self-determination skills. This article discusses the results of a pilot study that implemented the self-determined learning model of instruction, modified for use in postsecondary education settings. Evaluation results are discussed with implications for further research.

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

“…Second, the dependent measures for the study by Cote et al (2014) focus on academic skills, but not necessarily in order to promote access to the general education classroom and curriculum; however, their participants showed growth in the targeted academic skills. Lastly, Finn et al (2008) modified the SDLMI in order to meet the college context. According to the student's feedback, the model helped them become more self-confident and be active seeking out resources to accomplish their goals.…”

“…Other intervention settings include a conference room or study hall. Only one study which implemented the SDLMI with college students utilized a comfortable setting where food was also provided (Finn et al 2008).…”

Le développement d’habiletés d’autodétermination : une piste prometteuse pour un meilleur soutien des étudiants ayant un trouble d’apprentissage ou un trouble déficitaire de l’attention avec ou sans hyperactivité au postsecondaire ?

“…À ce sujet, bon nombre de recherches ont révélé que les étudiants ayant un trouble d'apprentissage sont peu habilités à soutenir tout ce processus de demande d'aide (Getzel et Thoma, 2008;Trammell, 2003;Webb, Patterson, Syverud et Seabrooks-Blackmore, 2008). Ce manque d'habiletés est d'ailleurs considéré comme la principale barrière à la réussite au postsecondaire (Finn, Getzel et McManus, 2008;Trammell, 2003;Webb et al, 2008).…”

Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations

“…Consequently, now more than ever, high school students must be equipped with tools to address the challenges that they may face (Gil, 2007). Besides preparing students academically for postsecondary settings, researchers have maintained the importance of self-advocating in these settings (Finn, Getzel, & McManus, 2008;Garrison-Wade, 2012;Getzel & Thoma, 2008;Gil, 2007;Hadley, 2006;Morningstar et al, 2010;Shaw, Madaus, & Banerjee, 2009;Skinner, 2004). Particularly, Getzel and Thoma (2008) asserted, "students with disabilities need self-determination skills to successfully transition to, adjust to, and remain in college" (p. 78).…”

“…Four empirical studies were identified that taught college students to advocate for accommodations (Palmer & Roessler, 2000;Roessler, Brown, & Rumrill, 1998;Walker & Test, 2011;White & Vo, 2006), and only two empirical studies that taught high school students with disabilities to acquire the knowledge to request accommodations (Wood, Kelly, Test, & Fowler, 2010) or demonstrate the skills to advocate for accommodations (Durlak et al, 1994) were located. Research supports that students with disabilities will need to advocate for themselves in postsecondary settings (i.e., Finn et al, 2008;Getzel & Thoma, 2008;Gil, 2007;Hadley, 2006;Morningstar et al, 2010;Shaw et al, 2009); however, effective practices to specifically prepare high school students with the skills to advocate for their accommodations before they enter college are lacking.…”