Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways

Abstract

Being self-determined can improve in- and post-school outcomes for all students, including racially and ethnically marginalized students with disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is a flexible model of instruction educators can use to promote self-directed goal setting and attainment based on each student’s strengths, assets, family values, cultural knowledge, and learning needs to enhance self-determination. This article describes how educators can implement the SDLMI using culturally responsive teaching practices, building on the assets of all students to enhance self-determination and related goal attainment outcomes by focusing on setting and working toward goals that are culturally responsive in general education classrooms.

Keywords

self-determination Self-Determined Learning Model of Instruction culturally responsive teaching practices racially and ethnically marginalized students with disabilities

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