Effect of instruction with the self-Determined learning model of instruction on students with disabilities: A meta-Analysis

Suk Hyang Lee, Michael L. Wehmeyer, Karrie A. Shogren

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

The Self-Determined Learning Model of Instruction (SDLMI) has been identified as an evidence-based practice to support educators to teach students with disabilities to engage in self-regulated learning leading to enhanced self-determination, attainment of academic and functional goals, and enhanced access to the general education curriculum. This article reports the results of a meta-analysis of the efficacy of applying the SDLMI as an intervention to enhance access to the general education curriculum or transition-related outcomes. Fifteen single-subject research studies examining the efficacy of the SDLMI as an intervention for students with disabilities were synthesized and the impact was analyzed across intervention and participants’ characteristics using the percentage of non-overlapping data (PND) metric. The results of this analysis add to the evidence for the efficacy of implementing the SDLMI as an intervention to promote academic and functional goal attainment for students with disabilities. Implications and directions for future research are discussed.

Original languageEnglish
Pages (from-to)237-247
Number of pages11
JournalEducation and Training in Autism and Developmental Disabilities
Volume50
Issue number2
StatePublished - 1 Jun 2015

Bibliographical note

Funding Information:
This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2012S1A5A8023175). Correspondence concerning this article should be addressed to Suk-Hyang Lee, College of Education and Global Top5 Research Program, Ewha Womans University, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 120–750, KOREA. E-mail: deepjoy@ewha.ac.kr

Publisher Copyright:
© Division on Autism and Developmental Disabilities.

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