Promoting Active Engagement in the General Education Classroom and Access to the General Education Curriculum for Students with Cognitive Disabilities

Martin Agran · Michael L. Wehmeyer · Susan B. Palmer

48 citations0/0 files storedEducation and Training in Autism and Developmental Disabilities

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Disability Education and Employment

Abstract

This study examined the effects of the Self-Determined Learning Model of Instruction in promoting active engagement in the general education classroom and access to the general education curriculum for three junior high school students with significant cognitive disabilities. The goals included improving public speaking, asking more questions in class, and improving food preparation skills. The students were instructed to employ student-directed learning strategies to achieve their goals. Specifically, antecedent cue regulation (picture cues) and self-instruction strategies were used. Positive changes were reported for all students. Also, all of the students and two of their teachers expressed positive perceptions about the value of such instruction. The implications of these findings with regard to accessing the general curriculum are discussed.

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References

1982Single-Case Research Designs: Methods for Clinical and Applied Settings 1983Single-case research designs: Methods for clinical and applied settings 1984Single Subject Research in Special Education 2000Promoting Causal Agency : The Self-Determined Learning Model of Instruction 2008Self-Determination and Access to the General Education Curriculum 2004Promoting Access to the General Curriculum by Teaching Self-Determination Skills 2000Promoting Transition Goals and Self-Determination through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction 2004Self-Determination and Student Involvement in Standards-Based Reform

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2016Providing Students With Severe Disabilities Access to the General Education Curriculum 2023A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs 2012Development of Self-Determination across Childhood and Adolescence

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