Date: September 26, 2019
Time: 4:00 p.m. - 5:00 p.m. EST
Enhancing Self-Determination for Students with Intellectual and Developmental Disabilities: Using the Self-Determined Learning Model of Instruction in Research and Practice
As an in-school predictor of positive postschool outcomes, self-determination paves the way for a successful transition to adulthood for students with and without disabilities (Test et al., 2009). The Self-Determined Learning Model of Instruction (SDLMI; Shogren, Raley, Burke, & Wehmeyer, 2018) is an evidence-based practice (Hagiwara, Shogren, & Leko, 2017; National Technical Assistance Center on Transition, 2016) designed to provide a framework for teachers to enable all students to self-direct and self-regulate their actions as they set and work toward goals related to academic learning, transition planning, and a broad range of other domains.
This AAIDD webinar will provide an overview of the SDLMI and how it can be used to enhance student self-determination across educational settings. It will also provide information on new measures of self-determination, the Self-Determination Inventory, which can be used concurrently with the SDLMI to identify areas of strength and needed improvement and track progress in the development of self-determination over time. Additionally, presenters will share findings from a large-scale, longitudinal project examining the most effective implementation supports for teachers using the SDLMI in inclusive, general education classrooms across Maryland and Delaware.
Karrie A. Shogren, PhD, FAAIDD, Kansas University
Sheida K. Raley, MEd, Kansas University
Dana Rusher, PhD, Kansas University