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

Abstract

Researchers have linked the promotion of selfdetermination with positive school and post-school outcomes for students with intellectual and developmental disabilities and evidence-based practices, such as the SelfDetermined Learning Model of Instruction (SDLMI), has been developed for use by teachers to enable students to develop self-determination. However, there is an ongoing need to promote the wider adoption of the SDLMI in practice and in teacher education. The purpose of this literature review was to identify how the SDLMI has been implemented to promote academic and non-academic outcomes in order to provide future directions for the increased use of the SDLMI in practice. Twenty-one research studies of the SDLMI and its impact on student outcomes were identified. The evidence suggests that SDLMI offers a successful approach to teaching student self-determination which can lead to success in school and post-secondary life, and in attaining self-selected goals; however, additional research is needed. Implication for practice, teacher education, and culturally and linguistically diverse population of students with disabilities are discussed.

The Self-Determination Inventory–Student Report: Confirming the Factor Structure of a New Measure

“…Embedding these considerations in research and practice is important, particularly as studies still frequently fail to report on race/ethnicity in participants (Hagiwara, Shogren, & Leko, 2017) and rarely explicitly consider these issues in the design and evaluation of interventions. In addition to race/ethnicity, there is a need for further research examining other personal factors, such as gender and age, as both factors have been shown in previous research to impact self-determination scores (Lee et al, 2012; Nota, Ferrari, Soresi, & Wehmeyer, 2007; Nota, Soresi, Ferrari, & Wehmeyer, 2011).…”

A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities

“…The most commonly utilized intervention was the SDLMI (Wehmeyer et al, 2000) as it was used in 12 studies (35.3%) in this review. Given the plethora of research supporting its effectiveness (Hagiwara et al, 2017; S. Lee et al, 2015) and the availability of materials to support its implementation (Shogren, Wehmeyer, Burke, & Palmer, 2017), it is an effective intervention for teachers working to integrate skills associated with self-determination, particularly self-regulated problem solving in service to goals with a high level of flexibility.…”

“…S. Lee, Wehmeyer, and Shogren (2015) and Hagiwara, Shogren, and Leko (2017) reviewed the research on a specific model of teaching, the Self-Determined Learning Model of Instruction (SDLMI; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). However, there has not been a comprehensive review of the literature since Algozzine et al (2001) that has attempted to synthesize the impact of interventions to promote overall self-determination and skills associated with self-determined actions aligned with Causal Agency Theory.…”

Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes

“…In the context of transition services, promoting and enhancing self-determination are recognized as best practice (National Technical Assistance Center on Transition, 2016). The SDLMI has been identified as an EBP because of the accumulating research establishing a relationship between its implementation and student outcomes (Hagiwara et al, 2017), and yet limited research on implementation supports for teachers has been conducted. In our previous work, we have established that teachers perceive themselves as able to implement the SDLMI after training and with ongoing coaching (Shogren et al, 2019).…”

“…In the context of transition education, the Self-Determined Learning Model of Instruction (SDLMI; Shogren, Raley, has been identified as an EBP (National Technical Assistance Center on Transition, 2016) to enhance in-school and post-school outcomes for students with a range of disability labels (Hagiwara, Shogren, & Leko, 2017). However, questions about implementation and scaling-up of the SDLMI remain, particularly in terms of supports needed by teachers to sustain the SDLMI as a part of ongoing instruction over time and as other interventions are introduced.…”