A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS

被引：4

作者：

Matusevich, Hunter A. ^{[1
,3
]}

Shogren, Karrie A. ^{[1
]}

Raley, Sheida K. ^{[1
]}

Zimmerman, Kathleen N. ^{[1
]}

Alsaeed, Abdulaziz ^{[1
]}

Chapman, Richard ^{[1
,2
]}

机构：

[1] Univ Kansas, Ctr Dev Disabil, Lawrence, KS USA

[2] Virginia Commonwealth Univ, Richmond, VA USA

[3] James Madison Univ, Coll Educ, VDOEs Training & Tech Assistance Ctr, Mem Hall 7305-I, Harrisonburg, VA 22807 USA

来源：

CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS | 2025年 / 48卷 / 01期

关键词：

self-determination; secondary education; tiered supports; systematic review; students with and without disabilities; GENERAL-EDUCATION CURRICULUM; DETERMINATION SKILLS; GOAL ATTAINMENT; CAUSAL AGENCY; STUDENTS; ACCESS; IMPACT; PARTICIPATION; INTERVENTIONS; DISABILITIES;

D O I：

10.1177/21651434231200000

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.

引用

页码：6 / 20

页数：15

共 57 条

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Agran M, 2000, EDUC TRAIN MENT RET, V35, P351

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