Self-Determination for Students with Disabilities

Cobb, Brian; Lehmann, Jean P.; Newman-Gonchar, Rebecca; Alwell, Morgen

doi:10.1177/0885728809336654

Cited by 145 publications

(105 citation statements)

References 23 publications

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“…Researchers have found that multi-component interventions (i.e., interventions that teach multiple selfdetermination skills) tend to be the most effective in promoting self-determination (Cobb et al 2009), and this also is more efficient in terms of instructional time, an important consideration given the multiple demands on teacher's time. The Self-Determined Learning Model of Instruction (SDLMI; Mithaug et al 1998;Wehmeyer et al 2000b) was developed to provide a means to enable teachers to teach students to self-direct learning and learn and practice multiple self-determination skills as they set and work towards learning goals.…”

Section: Introductionmentioning

confidence: 99%

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

Hagiwara

Shogren

Leko

2017

Adv Neurodev Disord

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Researchers have linked the promotion of selfdetermination with positive school and post-school outcomes for students with intellectual and developmental disabilities and evidence-based practices, such as the SelfDetermined Learning Model of Instruction (SDLMI), has been developed for use by teachers to enable students to develop self-determination. However, there is an ongoing need to promote the wider adoption of the SDLMI in practice and in teacher education. The purpose of this literature review was to identify how the SDLMI has been implemented to promote academic and non-academic outcomes in order to provide future directions for the increased use of the SDLMI in practice. Twenty-one research studies of the SDLMI and its impact on student outcomes were identified. The evidence suggests that SDLMI offers a successful approach to teaching student self-determination which can lead to success in school and post-secondary life, and in attaining self-selected goals; however, additional research is needed. Implication for practice, teacher education, and culturally and linguistically diverse population of students with disabilities are discussed.

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Section: Introductionmentioning

confidence: 99%

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

Hagiwara

Shogren

Leko

2017

Adv Neurodev Disord

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“…Without this disaggregated information, it is difficult to determine whether these evidence-based practices are effective in improving postschool outcomes for students who are Black and have disabilities or whether different approaches are needed to address differing challenges for this population. In particular, there is widespread agreement that self-determination represents a critical set of skills necessary to youth transitioning to adulthood (Storey & Miner, 2011;Wehman, 2011) and is a key component of high-quality transition services (Cobb, 2009). High student self-determination has been linked to in-school academic gains (Stodden & Dowrick, 2001) and improved post-school employment (Wehmeyer & Schwartz, 1998), post-secondary education (Raskind et al, 1999;Thoma & Getzel, 2005), and positive community living outcomes (Wehmeyer & Schalock, 2001).…”

Section: Introductionmentioning

confidence: 99%

Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?

Thoma

Agran

Scott

2016

JVR

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Abstract. BACKGROUND:Although there is considerable research that has identified effective strategies to support the transition from school to adult life for young adults with disabilities, post-school outcomes for culturally linguistically or economically diverse (CLED) students with disabilities, particularly students who are Black and have disabilities, remain abysmal. OBJECTIVE: This article reviews the literature on transition practices for students who are Black and have disabilities to determine what is known about their unique challenges, as well as what can be done to improve their postschool outcomes. METHODS: The current published literature was reviewed to identify articles that examined the impact of transition practices on postschool outcomes for students who are Black and have disabilities. RESULTS: Although the research literature on students who are Black and have disabilities in transition programs is limited, a number of practices were identified as improving transition planning and services for these students, including several that enhance student self-determination in the process. CONCLUSIONS: As the postschool outcomes for this group of youth students who are Black and have disabilities continues to be abysmal, this review of the literature revealed that there is a need to conduct research to further identify barriers and effective practices needed to overcome them. Implications for practice as well as further research are discussed.

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“…Other examples of qualitative metasynthesis have emerged in the educational arena such as a metasynthesis on the impact of high-stakes testing on curricula (Au, 2007) and a partial metasynthesis combined with narrative reviews on self-determination for students with disabilities (Cobb, Lehmann, Newman-Gonchar, & Alwell, 2009). Clearly, the application of qualitative research metasynthesis has not been fully examined or realized in the field of education, but these examples illustrate the potential of this approach.…”

Section: The Promise Of Metasynthesis In Early Childhoodmentioning

confidence: 99%

Understanding Qualitative Metasynthesis

Erwin

Brotherson

Summers

2011

Journal of Early Intervention

204

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Qualitative metasynthesis is an intentional and coherent approach to analyzing data across qualitative studies. It is a process that enables researchers to identify a specific research question and then search for, select, appraise, summarize, and combine qualitative evidence to address the research question. This process uses rigorous qualitative methods to synthesize existing qualitative studies to construct greater meaning through an interpretative process. The purpose of this article is to describe qualitative metasynthesis as an innovative research approach for the field of early childhood intervention. Although this is not a new research approach in other fields, the authors suggest that it can offer a promising practice in the field of early childhood intervention. In this article, the authors explore how qualitative metasynthesis can be a practical and effective approach of inquiry as they continue to broaden their understanding about young children with disabilities and their families.

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Self-Determination for Students with Disabilities

Cited by 145 publications

References 23 publications

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?

Understanding Qualitative Metasynthesis

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