Self-Determination across the Life Span: Issues and Gaps

Heller, Tamar; Schindler, Abigail G.; Palmer, Susan B.; Wehmeyer, Michael L.; Parent, Wendy; Jenson, Ronda; Abery, Brian H.; Geringer, Wendy; Bacon, Ansley; O'Hara, David M.

doi:10.1080/09362835.2011.537228

Cited by 50 publications

(40 citation statements)

References 40 publications

(43 reference statements)

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“…Further, while the majority of studies focused on secondary students, there were three studies that implemented the SDLMI with children under age 10. Recognizing the developmental nature of self-determination and the importance of exercising self-determination across the lifespan, there is a need for more studies that create a foundation for more complex self-determination skills and knowledge later in life (Heller et al 2011).…”

Section: Discussionmentioning

confidence: 99%

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

Hagiwara

Shogren

Leko

2017

Adv Neurodev Disord

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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.

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Section: Discussionmentioning

confidence: 99%

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

Hagiwara

Shogren

Leko

2017

Adv Neurodev Disord

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“…Estas competências permitem que os alunos desenvolvam atitudes e crenças que lhes proporcionam uma participação ativa nas decisões, na resolução de problemas, nas propostas e no alcançar de objetivos, em suma, nas decisões referentes à sua própria qualidade de vida (Heller et al, 2011).…”

Section: A Qualidade De Vida E a Autodeterminaçãounclassified

Promoção da autodeterminação em alunos com necessidades educativas especiais: treino vocacional na comunidade

Melo¹,

Neves²,

Antunes

2017

R Est Inv Psico y Educ

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ResumoO presente estudo de investigação-ação pretendeu implementar um programa de atividades na comunidade com três alunos de catorze anos, com Necessidades Educativas Especiais, que beneficiam do decreto-lei 3/2008, artigo 21º -Currículo Específico Individual e frequentavam o oitavo ano de escolaridade. Pretendeu ser um estudo piloto partindo da seguinte premissa: a autodeterminação de alunos com NEE que beneficiam de Currículo Específico Individual poderá melhorar com a promoção de atividades de treino vocacional na comunidade. Para avaliar a autodeterminação dos sujeitos utilizou-se o "The Arc 'Self Determination Scale", of Wehmeyer, na sua versão portuguesa e adaptada à população-alvo. Os resultados obtidos indiciam que a participação dos alunos em atividades de treino vocacional na comunidade contribuiu para promover uma melhoria significativa do nível de autodeterminação estimulando a resiliência para a transição para a Vida pós-escolar. Palavras-chave: Educação Especial, Autodeterminação, Alunos com Currículo Específico Individual, Transição para a vida pós-escolar. AbstractThis investigation action-research study aimed implementing a programme with activities in the community with three students with fourteen years old. These students with Special Needs are included in the decreto-lei 3/2008, art. 21º -Specific Individual Curriculum and attend the 8th grade. It aims to be a pilot study that begins with the goal: the self-determination with Special Needs Specific Individual Curriculum will improve with promoting vocational training with activities in the community? The intervention use's "The Arc 'Self Determination Scale", of Wehmeyer, adapted to the target population. The results indict that the students participation in the vocational training activities in the community contributed to promote a significant improvement to the level of self-determination stimulating the resilience transition to Life after school.

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“…However, it is a difficult balance and a complicated distinction between an individual's autonomy and right to self-determination and the need for information and applied support (Giertz 2012;Heller et al 2011). Balancing the need for assistance in relation to the design of information and support is different for different groups in society.…”

Section: Research On Guardianship In a Human Rights Contextmentioning

confidence: 99%

Guardianship for Adults with Intellectual Disabilities: Accountant, Advocate or ‘Family’ Member?

Giertz

2018

Scandinavian Journal of Disability Research

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Self-Determination across the Life Span: Issues and Gaps

Cited by 50 publications

References 40 publications

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

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

Promoção da autodeterminação em alunos com necessidades educativas especiais: treino vocacional na comunidade

Guardianship for Adults with Intellectual Disabilities: Accountant, Advocate or ‘Family’ Member?

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