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Self-Determination in Special Education Self-Determination in Special Education
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Development of Self-Determination Development of Self-Determination
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Self-Determined Learning and Students with Disabilities Self-Determined Learning and Students with Disabilities
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Self-Determined Learning Self-Determined Learning
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The Self-Determined Learning Model of Instruction The Self-Determined Learning Model of Instruction
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Assessment of Self-Determination Assessment of Self-Determination
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Conclusions Conclusions
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References References
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33 Self-Determination Theory and the Education of Learners with Disabilities
Get accessMichael L. Wehmeyer, Department of Special Education, University of Kansas
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Published:23 February 2023
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Abstract
The development of interventions to promote the self-determined learning of students with disabilities has its roots in understandings of causal agency, intrinsic motivation, and autonomous functioning described in early research in self-determination theory (SDT) and in applications of SDT in the context of positive psychology and education. In the early 1990s, the field of special education recognized that students themselves were the missing actors in efforts to improve post-school and life outcomes. As the field moved toward strengths-based approaches to disability after the turn of the 21st century, research in SDT, positive psychology, and positive education, including work on the application of SDT to educational settings, was critical in efforts in special education to enhance self-determined learning. This chapter overviews this progression, describes a model of the development of self-determination derived from SDT and causal agency theory, and overviews an intervention, the Self-Determined Learning Model of Instruction, that has strong evidence of efficacy and potential to contribute to enhancing self-determined learning for all students, with and without disabilities.
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