Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction
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| Title: | Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction |
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| Language: | English |
| Authors: | Hunter A. Matusevich (ORCID |
| Source: | TEACHING Exceptional Children. 2024 56(4):230-238. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Transitional Programs, Students with Disabilities, Outcomes of Education, Self Determination, Evidence Based Practice, Teaching Models, Teaching Methods, Goal Orientation, Success, Employment, Community, Individualized Education Programs, Student Participation |
| DOI: | 10.1177/00400599231155604 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423695 |
| Database: | ERIC |
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| Abstract: | All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599231155604 |
