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dc.contributor.authorAgran, Martin
dc.contributor.authorWehmeyer, Michael L.
dc.date.accessioned2010-05-26T20:17:45Z
dc.date.available2010-05-26T20:17:45Z
dc.date.issued2000
dc.identifier.citationAgran, M., & Wehmeyer, M.L. (2000). promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35(4), 351-364.
dc.identifier.urihttp://hdl.handle.net/1808/6228
dc.language.isoen_US
dc.publisherEducation and Training in Mental Retardation and Developmental Disabilities
dc.titlePromoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction
dc.typeArticle
kusw.kuauthorWehmeyer, Michael L.
kusw.kudepartmentBeach Center on Disability
kusw.oastatusfullparticipation
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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This item appears in the following Collection(s)

  • Special Education Scholarly Works [272]
  • Beach Center Self Determination [29]
    This archive contains examples of our work in Self-Determination. Self-Determination is "both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals," (p.2) Ward, M. (1988).

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