Promoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction

Agran, Martin; Wehmeyer, Michael L.

dc.contributor.author	Agran, Martin
dc.contributor.author	Wehmeyer, Michael L.
dc.date.accessioned	2010-05-26T20:17:45Z
dc.date.available	2010-05-26T20:17:45Z
dc.date.issued	2000
dc.identifier.citation	Agran, 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.uri	http://hdl.handle.net/1808/6228
dc.language.iso	en_US
dc.publisher	Education and Training in Mental Retardation and Developmental Disabilities
dc.title	Promoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction
dc.type	Article
kusw.kuauthor	Wehmeyer, Michael L.
kusw.kudepartment	Beach Center on Disability
kusw.oastatus	fullparticipation
kusw.oaversion	Scholarly/refereed, publisher version
kusw.oapolicy	This item meets KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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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).

Special Education Scholarly Works [297]

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