Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.
AgranM.JacksonL.KurthJ. A.RyndakD.BurnetteK.JamesonM.ZagonaA.FitzpatrickH.WehmeyerM. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45(1), 4–13. https://doi.org/10.1177/1540796919878134
2.
AlsaeedA.MansouriM. C.ShogrenK. A.RaleyS. K.KurthJ. A.LeathermanE.LockmanTurner E. (in press). A systematic review of interventions to promote self-determination for students with extensive support needs. Resesarch and Practice for Persons with Severe Disabilities.
3.
ArtilesA. J.KozleskiE. B. (2016). Inclusive education’s promises and trajectories. Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43), 1–29. https://doi.org/10.14507/epaa.24.1919
BurkeK. M.RaleyS. K.ShogrenK. A.Adam-MumbardoC.UyanikH.HagiwaraM.BehrensS. (2020). A meta-analysis of interventions to promote self-determination of students with disabilities. Remedial and Special Education, 41(3), 176–188. https://doi.org/10.1177/0741932518802274
6.
BurkeK. M.ShogrenK. A.AntoshA. A.LaPlanteT.MastersonL. (2020). Implementing the Self-Determined Learning Model of Instruction with students with significant support needs: A guide to practice. Career Development and Transition for Exceptional Individuals, 43(2), 115–121. https://doi.org/10.1177/2165143419887858
7.
GayG. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
8.
HagiwaraM.ShogrenK. A.LekoM. L. (2017). Reviewing research on the self-determined learning model of instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders, 1, 3–13. https://doi.org/10.1007/s41252-017-0007-7
LaneK. L.BuckmanM. M.OakesW. P.MenziesH. (2020). Tiered systems and inclusion: Potential benefits, clarifications, and considerations. In KauffmanJ. M. (Ed.), On educational inclusion: Meanings, history, issues, and international perspectives (pp. 85–106). Taylor & Francis.
11.
LombardiA.FreemanJ.RifenbarkG. (2018). Modeling college and career readiness for adolescents with and without disabilities: A bifactor approach. Exceptional Children, 84(2), 159–176. https://doi.org/10.1177/0014402917731557
12.
McIntoshK.GoodmanS. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. Guilford Publications.
OakesW. P.LaneK. L.CantwellE. D.RoyerD. J. (2017). Systematic screening for behavior in K–12 settings as regular school practice: Practical considerations and recommendations. Journal of Applied School Psychology, 33(4), 369–393. https://doi.org/10.1080/15377903.2017.1345813
15.
QuirkC.RyndakD. L.TaubD. (2017). Research and evidence-based practices to promote membership and learning in general education for students with extensive support needs. Inclusion, 5(2), 94–109. https://doi.org/10.1352/2326-6988-5.2.94
16.
RaleyS. K.ShogrenK. A.McDonaldA. (2018a). How to implement the Self-Determined Learning Model of Instruction in inclusive general education classrooms. TEACHING Exceptional Children, 51(1), 62–71. https://doi.org/10.1177/0040059918790236
17.
RaleyS. K.ShogrenK. A.McDonaldA. (2018b). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164
18.
RaleyS. K.ShogrenK. A.RifenbarkG. G.LaneK. L.PaceJ. R. (2021). The impact of the Self-Determined Learning Model of Instruction on student self-determination in inclusive, secondary classrooms. Remedial and Special Education, 42(6), 363–373. https://doi.org/10.1177/0741932520984842
19.
RoweD. A.MazzottiV. L.FowlerC. H.TestD. W.MitchellV. J.ClarkK. A.HolzbergD.OwensT. L.RusherD.Seaman-TullisR. L.GushanasC. M.CastleH.ChangW.-H.VoggtA.KwiatekS.DeanC. (2021). Updating the secondary transition research base: Evidence- and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674
20.
SailorW. (2008-2009). Access to the general curriculum: Systems change or tinker some more?Research and Practice for Persons with Severe Disabilities, 33(4), 249–257.
21.
SailorW.SkrticT. M.CohnM.OlmsteadC. (2021). Preparing teacher educators for statewide scale-up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education, 44(1), 24–41. https://doi.org/10.1177/0888406420938035
22.
ShogrenK. A.BurkeK. M.RaleyS. K. (2019). Teacher’s guide supplement: Supporting students with complex communication needs to engage with the SDLMI. Kansas University Center on Developmental Disabilities.
23.
ShogrenK. A.HicksT. A.BurkeK. M.AntoshA. A.LaPlanteT.AndersonM. H. (2020). Examining the impact of the SDLMI and Whose Future Is It? over a two-year period with students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 125(3), 217–229. https://doi.org/10.1352/1944-7558-125.3.217
24.
ShogrenK. A.HicksT. A.RaleyS. K.PaceJ. R.RifenbarkG. G.LaneK. L. (2020). Student and teacher perceptions of goal attainment during intervention with the Self-Determined Learning Model of instruction. The Journal of Special Education, 55(2), 101–112. https://doi.org/10.1177/0022466920950264
25.
ShogrenK. A.LittleT. D.GrandfieldE.RaleyS. K.WehmeyerM. L.LangK. M.ShawL. A. (2020). The Self-Determination Inventory—Student report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 110–120. https://doi.org/10.1177/1534508418788168
26.
ShogrenK. A.RaleyS. K.BurkeK. M.WehmeyerM. L. (2019). The Self-Determined Learning Model of instruction: Teacher’s guide. Kansas University Center on Developmental Disabilities.
27.
ShogrenK. A.ScottL. A.HicksT. A.RaleyS. K.HagiwaraM.PaceJ. R.GerasimovaD.AlsaeedA.KiblenJ. C. (2021). Exploring self-determination outcomes of racially and ethnically marginalized students with disabilities in inclusive, general education classrooms. Inclusion, 9(3), 189–205. https://doi.org/10.1352/2326-6988-9.3.189
28.
ShogrenK. A.WehmeyerM. L. (2017). Self-Determination Inventory. Kansas University Center on Developmental Disabilities.
29.
ShogrenK. A.WehmeyerM. L.LaneK. L. (2016). Embedding interventions to promote self-determination within multitiered systems of supports. Exceptionality, 24(4), 213–224. https://doi.org/10.1080/09362835.2015.1064421
30.
ShogrenK. A.WehmeyerM. L.PalmerS. B.Forber-PrattA. J.LittleT. J.LopezS. J. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251–263.
31.
ShogrenK. A.WehmeyerM. L.PalmerS. B.RifenbarkG. G.LittleT. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733
32.
SugaiG. (2012). Multi-tiered systems of support: General considerations and descriptions. OSEP Center on Positive Behavioral Interventions and Supports, University of Connecticut.
33.
TaubD. A.McCordJ. A.RyndakD. L. (2017). Opportunities to learn for students with extensive support needs: A context of research-supported practices for all in general education classes. The Journal of Special Education, 51(3), 127–137. https://doi.org/10.1177/0022466917696263
34.
ThurlowM. L.GhereG.LazarusS. S.LiuK. K. (2020). MTSS for all: Including students with the most significant cognitive disabilities. TIES Center, National Center on Educational Outcomes, University of Minnesota.
WalkerV. L.LomanS. L.HaraM.ParkK. L.Strickland-CohenM. K. (2018). Examining the inclusion of students with severe disabilities in school-wide positive behavioral interventions and supports. Research and Practice for Persons with Severe Disabilities, 43(4), 223–238. https://doi.org/10.1177/1540796918779370
37.
WehmeyerM. L.PalmerS. B. (2011). Whose future is it?Attainment Company.
