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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.
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| Colección: | What works for special needs learners.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.