Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Enhancing Self-Determination for Students with Complex Communication Needs using the Self-Determined Learning Model of Instruction

  • Sheida K. Raley, M.Ed. (Author) University of Kansas image/svg+xml
    Sheida K. Raley, M.Ed. is a doctoral candidate in the Department of Special Education and Graduate Research Assistant within the Kansas University Center on Developmental Disabilities at the University of Kansas. Inspired by her experiences as a special education teacher, her research interests include strengths-based and inclusive approaches to teaching students with extensive support needs, including interventions to promote self-determination for all students in inclusive classrooms. Ms. Raley earned her M.Ed. degree from Vanderbilt University and holds a B.S. degree in Special Education with a minor in Mathematics Education from Boston University.
  • Karrie A. Shogren, Ph.D. (Author) University of Kansas
    Karrie A. Shogren, Ph.D. is Professor in the Department of Special Education, Senior Scientist in the Life Span Institute, and Director of the Kansas University Center on Developmental Disabilities at the University of Kansas. Dr. Shogren's research focuses on self-determination and systems of support for students with disabilities and she has a specific interest in the contextual factors that impact student outcomes. She has received grant funding from several sources, including the Institute of Education Sciences (IES) and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).
  • Kathryn M. Burke, Ph.D. (Author) Temple University image/svg+xml
    Kathryn M. Burke, Ph.D. is an Assistant Professor of Research in the Department of Teaching and Learning and Senior Research Associate at the Institute on Disabilities at Temple University. She received her doctoral degree from the University of Kansas in Special Education with a Minor in Research Design and Analysis. Her research focuses on promoting self-determination across the life course for people with disabilities and advancing strengths-based inclusive education.
DOI
https://doi.org/10.64546/jaasep.462
Abstract
Supporting the development of skills associated with self-determination (e.g., goal setting and attainment, problem solving) and providing opportunities to practice those skills impacts valued school and postschool outcomes of students with complex communication needs. To address this need, the Self-Determined Learning Model of Instruction (SDLMI) is designed to enable practitioners (including those with special education expertise) to teach students to self-regulate goal setting and attainment processes and self-direct their learning to achieve meaningful goals. When using the SDLMI with students with complex communication needs, there are specific supports that are particularly useful; therefore, this manuscript describes strategies that practitioners can use when implementing the SDLMI with students with complex communication needs to enhance overall self-determination and positive postschool outcomes and provides guidance for the inclusion of students with complex communication needs in self-determination research.
Keywords
Communication Problems, Goal Orientation, Inclusion, Learning Strategies, Problem Solving, Self Determination
References

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There are 27 references in total.
How to Cite
Raley, S. K., Shogren, K. A., & Burke, K. M. (2021). Enhancing Self-Determination for Students with Complex Communication Needs using the Self-Determined Learning Model of Instruction. Journal of the American Academy of Special Education Professionals, 16(2), 157-168. https://doi.org/10.64546/jaasep.462

Spring/Summer 2021

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  • Article Type Articles
  • Submitted May 18, 2021
  • Published June 15, 2021
  • Issue Spring/Summer 2021
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