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Evidence-Based Practices to Promote Self-Determination

This webinar will describe findings from several recent large-scale group randomized control trails documenting a causal relationship between interventions to promote self-determination and school and post-school outcomes for youth and young adults with intellectual and developmental disabilities. It will also highlight ongoing trials in schools and community settings. In addition to presenting data on the research findings, practical examples of how instruction was delivered using the Self-Determined Learning Model of Instruction will be provided.

Karrie A. Shogren, Ph.D. is an Associate Professor in the Department of Special Education. Dr. Shogren's research focuses on self-determination and systems of support for students with disabilities and she has a specific interest in the multiple, nested contextual factors that impact student outcomes. Dr. Shogren has published over 50 articles in peer-reviewed journals, is the author or co-author of 5 books, and is one of the co-authors of Intellectual Disability: Definition, Classification, and Systems of Support, the 11th Edition of the American Association on Intellectual and Developmental Disabilities' seminal definition of intellectual disability (formerly mental retardation). Dr. Shogren has received grant funding from several sources, including the Institute of Education Sciences (IES). Dr. Shogren is co-Editor of Inclusion (with Michael L. Wehmeyer, Ph.D.), a new e-journal published by the American Association on Intellectual and Developmental Disabilities, and is an Associate Editor for Remedial and Special Education and Intellectual and Developmental Disabilities.

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