Trainer's Guide or Manual
Michael L. Wehmeyer, Susan B. Palmer
Publication Date: 2000
Direct Support Professionals, Educators
Goal-setting, Decision-making, Problem Solving, Coping
Increases Use of Personal Skills, Helps Identify Personal Preferences
Education and Lifelong Learning, Person-Centered and Student-centered Planning, Transition
The Self-Determined Learning Model of Instruction is a self-regulated problem-solving format used with individuals of any age to 1.) Set a goal 2.) Develop a plan and 3.) Evaluate a plan or goal. It is a discussion process used by a teacher/services provider to support a person to express interests, prioritize needs, and accomplish something in a specific situation or environment.
How the Product was Developed
Research on problem-solving and self-determination for individuals with disabilities was used to develop this model.
How the Product was Implemented
The Extent to Which the Product has Been Used
The Self-Determined Learning Model of Instruction has been featured in a number of book chapters, in dissertations, and in journals related to special education.
Materials on the Beach Center website describe use of the model: www.beachcenter.org
A number of research and education specialists have used the idea/structure of the SDLMI and applied it in specific environments.
It has been used widely across the United States in many settings.
The Extent to Which the Product or Approach has Been Evaluated
- Case studies
- Experimental-control group studies (with random assignment to groups)
- Quasi experimental-control group studies (without random assignment to groups)
- Pre-post outcome studies
- Single case experimental studies
1. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439-453. 2. Mithaug, D.E., Wehmeyer, M. L., Agran, M., Martin, J. E., & 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: Paul H. Brookes. 3. Wehmeyer, M. L., Agran, M., Palmer, S. B., Mithaug, D. E., & Martin, J. (2003). The effects of problem-solving instruction on the self-determined learning of secondary students with disabilities. In D.E. Mithaug, D. Mithaug, M. Agran, J. Martin, & M. L. Wehmeyer (Eds.), Self-Determined Learning Theory: Construction, Verification, and Evaluation (pp. 158-171). Mahwah, NJ: Lawrence Erlbaum Associates. 4. Palmer, S. B., & 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. 5. Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439. 6. Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. B. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45, 163-174. 7. Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J.H. (2008). Self-determination and access to the general education curriculum. Journal of Special Education, 42, 91-107. 8. Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. B. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.