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Promoting self-determination in students with developmental disabilities /
Growing evidence suggests that self-determination is a significant factor in improving educational and transition outcomes in students with intellectual and developmental disabilities. This volume reviews the breadth of available methods for teaching components of self-determination--including choic...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Guilford Press,
©2007.
|
| Colección: | What works for special needs learners.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Wehmeyer, Michael L. | |
| 245 | 1 | 0 | |a Promoting self-determination in students with developmental disabilities / |c Michael L. Wehmeyer ; with Martin Agran [and others]. |
| 260 | |a New York : |b Guilford Press, |c ©2007. | ||
| 300 | |a 1 online resource (xvii, 206 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
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| 490 | 1 | |a What works for special needs learners | |
| 588 | 0 | |a Print version record. | |
| 520 | |a Growing evidence suggests that self-determination is a significant factor in improving educational and transition outcomes in students with intellectual and developmental disabilities. This volume reviews the breadth of available methods for teaching components of self-determination--including choice making, problem solving, decision making, goal setting, self-advocacy, and self-regulated learning--and provides best-practice recommendations that teachers can put to immediate use in the classroom. Grounded in theory and research, the strategies presented here have been shown to enhance students' involvement in educational planning and support them in meeting their goals in school, the workplace, and the community. | ||
| 504 | |a Includes bibliographical references (pages 175-200) and index. | ||
| 505 | 0 | |a Chapter 1 : Overview of self-determination and self-determined learning -- What is self-determination? -- Defining self-determination -- Theories of self-determination -- Self-determination as self-regulated problem solving -- Self-determination and access to the general education curriculum -- Chapter 2: Assessing preferences and promoting choice making -- Definition and conceptual basis of choice making -- Importance of expressing preferences and making choices -- Assessing preferences -- Teaching choice making -- Infusing choice making into classroom instruction -- Chapter 3 : Teaching problem solving and decision making -- Conceptualizing problem solving and decision making -- Problem solving and students with intellectual and developmental disabilities -- Promoting problem-solving and decision-making skills --Chapter 4 : Teaching goal setting and attainment -- Conceptualizing goal setting and attainment -- Goal setting and students with intellectual and developmental disabilities -- Teaching goal-setting and attainment skills -- Chapter 5 : Teaching self-advocacy -- What is self-advocacy? -- Teaching self-advocacy skills -- Teaching effective communication skills -- Teaching leadership and teamwork skills --Chapter 6 : Antecedent event regulation -- Student-directed learning strategies and self-determined learning -- Theoretical basis for antecedent event regulation -- Antecedent cue regulation and picture prompts -- Antecedent event regulation and self-determined learning -- Chapter 7 : Consequent event regulation -- Self-monitoring -- Self-evaluation -- Self-reinforcement -- Consequent event regulation and students with intellectual and developmental disabilities -- Teaching self-monitoring, self-evaluation, and self-reinforcement -- Consequent event regulation, Antecedent cue regulation, and self-determination --Chapter 8 : Self-instruction -- Functional efficacy of self-instruction -- Self-instruction as a problem-solving strategy -- Self-instruction training sequence -- Advantages of self-instruction -- Evidence-based research for self-instruction -- Instructional recommendations -- Chapter 9 : The self-determined learning model of instruction -- Implementing the model -- Student questions -- Teacher objectives -- Educational supports --Validation of the SDLMI -- Technology and universal design to promote self-determination -- Universal design -- Chapter 10 : Technology use to promote self-determination -- Technology use to promote component elements of self-determined behavior -- Chapter 11 : Student involvement in educational planning -- Research on student involvement in IEP meetings -- Culturally and linguistically diverse students, their families, and educational planning -- Person-centered planning -- Increasing student participation in educational planning. | |
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 0 | |a Learning disabled youth |x Education. | |
| 650 | 0 | |a Decision making in children. | |
| 650 | 0 | |a Decision making in adolescence. | |
| 650 | 0 | |a Determination (Personality trait) in children. | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |x Éducation. | |
| 650 | 6 | |a Jeunes en difficulté d'apprentissage |x Éducation. | |
| 650 | 6 | |a Prise de décision chez l'enfant. | |
| 650 | 6 | |a Prise de décision chez l'adolescent. | |
| 650 | 6 | |a Détermination chez l'enfant. | |
| 650 | 7 | |a EDUCATION |x Special Education |x Learning Disabilities. |2 bisacsh | |
| 650 | 7 | |a Decision making in adolescence |2 fast | |
| 650 | 7 | |a Decision making in children |2 fast | |
| 650 | 7 | |a Determination (Personality trait) in children |2 fast | |
| 650 | 7 | |a Learning disabled children |x Education |2 fast | |
| 650 | 7 | |a Learning disabled youth |x Education |2 fast | |
| 650 | 7 | |a Lernbehinderung |2 gnd | |
| 650 | 7 | |a Lernen |2 gnd | |
| 650 | 7 | |a Schüler |2 gnd | |
| 650 | 0 | 2 | |a Decision Making |
| 650 | 0 | 2 | |a Disabled Children |x education |
| 650 | 7 | |a decision making. |2 aat | |
| 758 | |i has work: |a Promoting self-determination in students with developmental disabilities (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGdppBTCkPDbf4M94RCrVP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wehmeyer, Michael L. |t Promoting self-determination in students with developmental disabilities. |d New York : Guilford Press, ©2007 |w (DLC) 2007008172 |
| 830 | 0 | |a What works for special needs learners. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=320585 |z Texto completo |
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