Promoting access to the general curriculum by teaching self-determination skills

Exceptional Children

Volumn 70, Issue 4, 2004, Pages 427-439

  Palmer, Susan B ^a,c   Wehmeyer, Michael L ^a   Gipson, Krista ^a   Agran, Martin ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF NORTHERN IOWA   (United States)

^c UNIVERSITY OF KANSAS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7044274376     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290407000403     Document Type: Review

References (41)

1. Agran, M. (1997). Student-directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole.
2. Agran M., Alper, S., & Wehmeyer, M. L. (2002). Access to the general curriculum for students with significant disabilities: What it means for teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
3. Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351-364.
4. Agran, M., Blanchard, C. Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self-regulate their behavior: The differential effects of student-vs.teacher-delivered reinforcement. Research in Developmental Disabilities, 22, 319-332.
5. Agran, M. & Wehmyer, M. L. (1999). Teaching problem solving to students with mental retardation. Washington, DC.: The American Association on Mental Retardation.
6. Bennett-Gates, D., & Kreider, S. (1999). Expectancy of success in individuals with mental retardation. In E. Zigler & D. Bennett-Gates (Eds.), Personality development in individuals with mental retardation (pp. 130-144). New York: Cambridge University Press.
7. Bosch, K. A., & Kersey, K. (1993). Teaching problemsolving strategies. The Clearing House, 66, 228-230.
8. Cardillo, J. R. (1994). Summary score conversion key. In T. J. Kiresuk, A, Smith, & J. R. Cardillo (Eds.), Goal attainment scaling: Applications, theory, and measurement (pp. 273-281). Hillsdaie, NJ: Erlbaum.
9. Can, R. W. (1979). Goal attainment scaling as a useful tool for evaluating progress in special education. Exceptional Children, 46, 88-95.
10. Cook, T. D., & Campbell, D. T. (1979). Quasiexperimentation: Design and analysis for field settings. Boston: Houghton Mifflin.
11. Cooper, L. J., Wacker, D. P., Thursby, D., Plagmann, L. A., Harding, J., Millard, T., & Derby, M. (1992). Analysis of die effects of task preferences, task demands, and adult attention on child behavior in outpatient and classroom sen-ings. Journal of Applied Behavior Analysis, 25, 823-840.
12. Copeland, S. R., Hughes, C., Agran, M., Wehmeyer, M. L., & Fowler, S. E. (2002). An intervention package to support high school students with mental retardation in general education classrooms. American Journal on Mental Retardation, 107, 32-45.
13. Feldman, R., Saletsky, R., Sullivan, J., & Theiss, A. (1983). Student locus of control and response to expectations about self and teacher. Journal of Educational Psychology, 75, 27-32.
14. German, S. L., Martin, J. E., Marshall, L. H., & Sale, R. P. (2000). Promoting self-determination: Using Take Action to teach goal attainment. Career Development for Exceptional Individuals, 23, 27-38.
15. Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S. & Presley, J. A, (2002). Using selfmonitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37, 262-272.
16. Hughes, C., Rung, L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. Journal of the Association for Severe Handicaps, 25, 15 3-166.
17. Joyce, B., & Weil, M. (1980). Models of teaching (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
18. King-Sears, M. E., & Cummings, C. S. (1996). Inclusive practices of classroom teachers. Remedial and Special Education, 17, 217-225.
19. Kiresuk, T. J., Smith, A., & Cardillo, J. (1994). Goal attainment scaling: Applications and measurement. Hillsdale, NJ: Erlbaum.
20. Knowlton, E. (1998). Considerations in the design of personalized curricular supports for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 95-107.
21. Mithaug, D. E., Mithaug, D. A., Agran, M., Martin, J., & Wehmeyer, M. L. (2003). Self-determined learning theory: Construction, verification, and evaluation. Mahwah, NJ: Lawrence Erlbaum.
22. Mithaug, D. E., Wehmeyer, M. L., Agran, M., Martin, J., & Palmer, S. B. (1998). The self-determined learning model of instruction: Engaging students to solve their learning problems. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: Student involvement in education planning, decision making, and instruction (pp. 299-328). Baltimore: Brookes.
23. Nolet, V., & McLaughlin, M. (2000). Accessing the general curriculum. Thousand Oaks, CA: Corwin Press.
24. Palmer, S., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal setting skills. Remedial and Special Education, 24, 115-126.
25. Rolison, M. A., & Medway, F. J. (1985). Teachers' expectations and attributions for student achievement: Effects of label, performance pattern, and special education intervention. American Educational Research Journal, 22, 561-573.
26. Rules and Regulations, 64 Fed. Reg. 12, 592 (March 12, 1999).
27. Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century. New York: Wadsworth Thomas Learning.
28. Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning for disabled children. Journal of Special Education, 19, 307-317.
29. Wehmeyer, M. L. (1996). A self-report measure of selfdetermination for adolescents with cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 282-293.
30. Wehmeyer, M. L. (2001). Self-determination and mental retardation. In L. M. Glidden (Ed.), International review of research in mental retardation (Vol. 24, pp. 1-48 48). Sah Diego, CA: Academic Press.
31. Wehmeyer, M. L. (2003). Defining mental retardation and ensuring access to the general curriculum. Education and Training in Developmental Disabilities, 38, 270-281.
32. Wehmeyer, M. L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 7-21.
33. Wehmeyer, M. L, & Kelchner, K. (1995). The Arcs self-determination scale. Silver Spring, MD: The Arc of the United States.
34. Wehmeyer, M. L., Lance, G. D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: A multi-level model. Education and Training in Mental Retardation and Developmental Disabilities, 37, 223-234.
35. Wehmeyer, M. L., Lattin, D., & Agran, M. (2001). Achieving access to the general curriculum for students with mental retardation: A curriculum decision-making model. Education and Training in Mental Retardation and Developmental Disabilities, 36, 327-342.
36. Wehmeyer, M. L., Lattin, D., Lapp-Rincker, G., & Agran, M. (2003). Access to the general curriculum of middle-school students with mental retardation: An observational study. Remedial and Special Education, 24, 262-272.
37. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
38. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D., & Martin, J. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439-453.
39. Wehmeyer, M. L., Sands, D. J., Knowlton, E., & Kozleski, E. B. (2002). Teaching students with mental retardation: Providing access to the general curriculum. Baltimore: Paul H. Brookes.
40. Wehmeyer, M. L., & Schwanz, M. (1997). Selfdetermination and positive adult outcomes: A followup study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
41. Ysseldyke, J., Krentz, J., Elliott, J., Thurlow, M., Erickson, R., & Moore, M. (1998). NCEO framework for educational accountability. Minneapolis, MN: University of Minnesota National Center on Educational Outcomes.