Abstract
Researchers have linked the promotion of self-determination with positive school and post-school outcomes for students with intellectual and developmental disabilities and evidence-based practices, such as the Self-Determined Learning Model of Instruction (SDLMI), has been developed for use by teachers to enable students to develop self-determination. However, there is an ongoing need to promote the wider adoption of the SDLMI in practice and in teacher education. The purpose of this literature review was to identify how the SDLMI has been implemented to promote academic and non-academic outcomes in order to provide future directions for the increased use of the SDLMI in practice. Twenty-one research studies of the SDLMI and its impact on student outcomes were identified. The evidence suggests that SDLMI offers a successful approach to teaching student self-determination which can lead to success in school and post-secondary life, and in attaining self-selected goals; however, additional research is needed. Implication for practice, teacher education, and culturally and linguistically diverse population of students with disabilities are discussed.
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*Indicated studies included in the review
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Hagiwara, M., Shogren, K. & Leko, M. Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use. Adv Neurodev Disord 1, 3–13 (2017). https://doi.org/10.1007/s41252-017-0007-7
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DOI: https://doi.org/10.1007/s41252-017-0007-7