The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity

Inclusion ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 46-62
Author(s):  
Karrie A. Shogren ◽  
Sheida K. Raley ◽  
Graham G. Rifenbark ◽  
Kathleen Lynne Lane ◽  
Erin K. Bojanek ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Implementation Science ◽  
Complex Interventions ◽  
Implementation Fidelity ◽  
Learning Model ◽  
Fidelity Of Implementation ◽  
The Self ◽  
Initial Content ◽  
General Education Classrooms

Abstract There has been an increased focus on the tenets of implementation science in special education research, namely on the degree to which interventions are implemented as intended (i.e., fidelity of implementation) and factors that influence fidelity of implementation. For complex interventions, such as the Self-Determined Learning Model of Instruction (SDLMI), there is an ongoing need to refine conceptualizations of fidelity of implementation and the factors that influence it in inclusive educational contexts. Therefore, the purpose of this paper is two-fold: (1) to describe a framework for conceptualizing fidelity of implementation factors that influence fidelity when evaluating a complex intervention like the SDLMI and (2) to present initial content validity and internal consistency of a new measure designed to assess specific aspects of fidelity of implementation of the SDLMI in inclusive, general education classrooms. Implications and future directions for research in implementation science, special education, and self-determination interventions are described.

Initiating and Fading Self-Management Interventions to Increase Math Fluency in General Education Classes

1998 ◽  
Vol 64 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Dennis McDougall ◽  
Michael. P. Brady
Keyword(s):  
General Education ◽  
Word Problems ◽  
The Self ◽  
Multiple Baseline ◽  
Self Management ◽  
Math Fluency ◽  
Warm Up ◽  
Management Interventions ◽  
Multiple Component ◽  
General Education Classrooms

This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.

Enhancing Secondary Students’ Goal Attainment and Self-Determination in General Education Mathematics Classes Using the Self-Determined Learning Model of Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Kelli Thomas ◽  
Annette F. McDonald ◽  
...  
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Goal Attainment ◽  
Learning Model ◽  
The Self ◽  
Self Determination

Building Inclusive Learning Environments With 1:1 Devices

2020 ◽  
pp. 016264342092306
Author(s):  
Kathryn Nieves
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Implementation Strategies ◽  
Disabilities Education Act ◽  
Inclusive Learning ◽  
Education Act ◽  
General Education Classrooms ◽  
Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

The Roles of Bilingual Special Educators in Creating Inclusive Classrooms

1997 ◽  
Vol 18 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Spencer J. Salend ◽  
Judith A. Dorney ◽  
Maribel Mazo
Keyword(s):  
Special Education ◽  
Second Language ◽  
General Education ◽  
Language Learners ◽  
Second Language Learners ◽  
Special Educators ◽  
Special Educator ◽  
Cooperative Teaching ◽  
Bilingual Special Education ◽  
General Education Classrooms

One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

scholarly journals IMPROVING THE DELIVERY OF SPECIAL EDUCATION SERVICES: EXAMINING COMMUNICATION AMONG TEACHERS, PARA-EDUCATORS, AND AN EDUCATIONAL COOPERATIVE

2020 ◽  
Vol 8 (4) ◽  
pp. 325-334
Author(s):  
Eric Freeman ◽  
Bilal Fayiz Obeidat ◽  
Pamela Martin ◽  
Jennifer Sinclair
Keyword(s):  
Special Education ◽  
School Districts ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Group Discussions ◽  
Efficiency And Effectiveness ◽  
Clear Idea ◽  
General Education Classrooms ◽  
And Training

Purpose of the study: The purpose of this study is to explore communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. Methodology: The study employed a comparative qualitative design. Since the goal of our research is to understand the communication channels and patterns between the Cooperative, general education teachers, and para-educators, we conducted focus group discussions with para-educators, the K-5 general education teachers who work in general education classrooms and the special education teachers. Main Findings: The cooperative, special education teachers, general education teachers, and para-educators often operated in isolation of one another. Teachers and para-educators work together in the same classrooms but had a clear idea about who was providing the training and information needed to meet the needs of students in special education. Applications of the study: Frequent communication and enhanced opportunities for planning and training would improve the efficiency and effectiveness of general and special education teachers along with para-educators. Novelty: The study addressed ways to improve communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. This would provide information about necessary training future para-educators need and expectations for engagement with students.

Challenges to Inclusion

2021 ◽  
pp. 1-22
Author(s):  
Angela Chen
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Environmental Knowledge ◽  
Teaching Expertise ◽  
Inclusion Classrooms ◽  
Knowledge Based ◽  
Barriers To Integration ◽  
General Education Classrooms

The expansion of inclusion practices has led to an increase in the integration of special education learners into general education classrooms. In order to meet the needs of all learners within inclusion classrooms, general and special education teachers must combine their respective teaching expertise. However, there are significant challenges to inclusion opportunities arising from a variety of sources. These major barriers to integration are described as environmental, knowledge-based, and relationship-based challenges. Examples of these challenges are discussed with respect to issues related to inclusion faced by both general and special education teachers.

Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with Autism in General Education Classrooms

2011 ◽  
Vol 36 (3) ◽  
pp. 160-171 ◽  
Author(s):  
Phillip S. Strain ◽  
Kelly Wilson ◽  
Glen Dunlap
Keyword(s):  
General Education ◽  
Problem Behaviors ◽  
Implementation Fidelity ◽  
Autism Spectrum ◽  
Behavior Support ◽  
School Students ◽  
Educational Environments ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
General Education Classrooms

Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent–Teach–Reinforce (PTR), was evaluated in general education settings with three elementary school students with autism spectrum disorders and serious problem behaviors. A multiple baseline across students design was used to test the effects of PTR on the occurrence of problem behaviors and academic engagement. Results indicated that problem behaviors were reduced and engagement was increased for all of the participants. The findings are discussed in relation to the importance and the challenges of implementation fidelity and effective behavior support in general education settings.

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