Promoting Self-Determination in Students with Developmental Disabilities

1. Auflage 2007
ISBN: 978-1-59385-460-7
Verlag: Guilford Publications

Buch, Englisch, 206 Seiten, Format (B × H): 179 mm x 252 mm, Gewicht: 408 g

Reihe: What Works for Special-Needs Learners

Growing evidence suggests that self-determination is a significant factor in improving educational and transition outcomes in students with intellectual and developmental disabilities. This volume reviews the breadth of available methods for teaching components of self-determination--including choice making, problem solving, decision making, goal setting, self-advocacy, and self-regulated learning--and provides best-practice recommendations that teachers can put to immediate use in the classroom. Grounded in theory and research, the strategies presented here have been shown to enhance students' involvement in educational planning and support them in meeting their goals in school, the workplace, and the community. Special features include reproducible worksheets and forms.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Wehmeyer, Michael L

Agran, Martin

Hughes, Carolyn

Martin, James E.

Mithaug, Dennis E.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

I. Introduction
1. Overview of Self-Determination and Self-Determined Learning
II. Promoting Self-Determination
2. Assessing Preferences and Promoting Choice Making
3. Teaching Problem Solving and Decision Making
4. Teaching Goal Setting and Attainment

5. Teaching Self-Advocacy
III. Promoting Self-Determined Learning
6. Antecedent Event Regulation
7. Consequent Event Regulation
8. Self-Instruction
9. The Self-Determined Learning Model of Instruction
IV. Curriculum Modifications and Student Involvement
10. Technology and Universal Design to Promote Self-Determination
11. Student Involvement in Educational Planning

Über Autor(innen)

Michael L. Wehmeyer, PhD, is Professor, Department of Special Education; Director, Kansas University Center on Developmental Disabilities; and Associate Director, Beach Center on Disability at the University of Kansas. He is the author of 195 refereed articles or book chapters and has authored or edited 20 books on disability and education-related issues pertaining to self-determination, transition, universal design for learning and access to the general curriculum for students with severe disabilities, and technology use by people with cognitive disabilities. He is a member of the board of directors and a fellow of the American Association on Intellectual and Developmental Disabilities, a past president of the Council for Exceptional Children’s (CEC) Division on Career Development and Transition, and editor-in-chief of Remedial and Special Education. In 1999 Dr. Wehmeyer was the inaugural recipient of the Distinguished Early Career Research Award from the CEC’s Division for Research. In 2003 he was awarded the American Association on Intellectual and Developmental Disabilities National Education award.