Examining the Effects of the Self-Determined Learning Model of Instruction on Students with and without Extensive Support Needs

Abstract

This dissertation is composed of four chapters linked by the use of the Self-Determined Learning Model of Instruction (SDLMI), a model of teaching to promote self-regulated goal setting and attainment. Chapter One provides an overview of self-determination, including component elements, essential characteristics, and anticipated outcomes from interventions that promote self-determination. A review of literature associated with student-directed learning strategies, the SDLMI, promoting the self-determination of students with extensive support needs, and promoting the self-determination of elementary-aged students without disability is also included in Chapter One. Chapter Two reports a study conducted to determine the effectiveness of the SDLMI when used with elementary school students who have extensive support needs. Chapter Three describes a study conducted to determine the effectiveness of the SDLMI when used with elementary students without disabilities. Finally, Chapter Four summarizes the previous chapters and draws conclusions and implications for future research and practice for elementary school students with and without disability.