Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators

Raley, Sheida K.; Kutscher, Elisabeth; Shogren, Karrie A.; Kurth, Jennifer A.; Matusevich, Hunter A.

doi:10.1177/27324745221144306

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…Teachers play critical roles in creating such contexts for their students to set goals for learning and offer choices and remove barriers, empowering students to self-initiate and self-direct progress. More research, however, is needed to fully understand teacher roles when implementing EBPs to promote self-determination in inclusive settings (Raley et al, 2023).…”

Section: Assessment Of Teacher Roles In Implementing Ebpsmentioning

confidence: 99%

“…Implementing evidence-based practices (EBPs) with fidelity can be challenging for educators in school contexts (Rowe, Collier-Meek, et al, 2021). For example, educators have reported barriers, including a lack of training and professional development opportunities, competing beliefs, and complex roles and responsibilities (Raley et al, 2023). Emerging research is seeking to understand educators' roles in implementing EBPs to identify barriers and facilitators to the fidelity of implementation.…”

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confidence: 99%

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Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure

H. Alsaeed,

Raley,

Shogren

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

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There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a measure, the SDLMI teacher roles self-report measure, developed using the theoretical framework of the causal agency theory and knowledge of SDLMI implementation. This measure focuses on three roles defined in SDLMI implementation: advocate, facilitator, and instructor. Teachers are trained to take on each of these roles when implementing the SDLMI to provide inclusive and culturally responsive opportunities to promote self-determination. Preliminary findings from this study indicate that the advocate, facilitator, and instructor roles are positively correlated, but they are different constructs and demonstrate different patterns of relations with each other. Given these preliminary findings, more work is warranted to examine the relationship between the SDLMI teacher roles self-report measure and teacher implementation and student outcomes.

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Section: Assessment Of Teacher Roles In Implementing Ebpsmentioning

confidence: 99%

mentioning

confidence: 99%

Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure

H. Alsaeed,

Raley,

Shogren

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

Self Cite

View full text Add to dashboard Cite

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The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

Shogren,

Hicks,

Raley

et al. 2024

Teacher Education and Special Education: The Journal of the Tea

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People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggested that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the author discusses the implications of the results for future research and practice.

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Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators

Cited by 2 publications

References 15 publications

Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure

Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

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