Promoting Self-Determination in Students with Developmental Disabilities

Author:   Michael L. Wehmeyer ,  Martin Agran ,  Carolyn Hughes ,  James E. Martin
Publisher:   Guilford Publications
Volume:   v. 5
ISBN:  

9781593854607


Pages:   206
Publication Date:   24 May 2007
Format:   Paperback
Availability:   To order   Availability explained
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Promoting Self-Determination in Students with Developmental Disabilities


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Full Product Details

Author:   Michael L. Wehmeyer ,  Martin Agran ,  Carolyn Hughes ,  James E. Martin
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Volume:   v. 5
Dimensions:   Width: 17.80cm , Height: 1.50cm , Length: 25.40cm
Weight:   0.412kg
ISBN:  

9781593854607


ISBN 10:   1593854609
Pages:   206
Publication Date:   24 May 2007
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   To order   Availability explained
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

I.Introduction 1. Overview of Self-Determination and Self-Determined Learning II.Promoting Self-Determination 2. Assessing Preferences and Promoting Choice Making 3. Teaching Problem Solving and Decision Making 4. Teaching Goal Setting and Attainment 5. Teaching Self-Advocacy III. Promoting Self-Determined Learning 6. Antecedent Event Regulation 7. Consequent Event Regulation 8. Self-Instruction 9. The Self-Determined Learning Model of Instruction IV. Curriculum Modifications and Student Involvement 10. Technology and Universal Design to Promote Self-Determination 11. Student Involvement in Educational Planning

Reviews

I really like the way Wehmeyer links science to practice, combining theory and research with practical instructional methods and strategies. This volume will be useful for anyone involved in teaching self-determination skills to students with disabilities. It also is an appropriate text for graduate students and an excellent resource for faculty members. --David W. Test, PhD, Department of Special Education and Child Development, University of North Carolina-Charlotte At last, a book that offers the best of what we know from research on how to promote self-determination in students with disabilities. This much-needed book delivers proven, practical strategies for classroom instruction. It should be required reading for teachers and other professionals supporting students in the transition from school to adult life. --David R. Johnson, PhD, Department of Educational Policy and Administration and Institute on Community Integration, University of Minnesota Self-determination has been a foundation of my curriculum for my students over the last two years, but I had not articulated the specific subsets involved in this concept before reading this book. Wehmeyer breaks self-determination down into the necessary skills of choice making, decision making, goal setting and attainment, and self-advocacy. He shows how to provide opportunity and instruction to support students in successfully meeting their unique transition goals. As a teacher of students with disabilities, I am grateful for this vital contribution to the field. --Tom Szambecki, Lead Teacher, Maize Transition Skills Network, Sedgwick County, Kansas This straightforward, research-based guide provides strategies to prepare students for state and federal assessments by introducing problem-solving and decision-making skills, without changing the curriculum. The examples given in the book can be adapted and applied to students of a range of ages and abilities. The text could be used by university professors to demonstrate how teachers can provide students with a learning environment that includes choices. School districts could use the book in professional learning communities as well as for new teachers and mentors. This book is awesome, and I hope teachers take a look at the research. These strategies could provide a new look at education. --Chuck Howard, MAE, teacher, Special School District of St. Louis County, Missouri


I really like the way Wehmeyer links science to practice, combining theory and research with practical instructional methods and strategies. This volume will be useful for anyone involved in teaching self-determination skills to students with disabilities. It also is an appropriate text for graduate students and an excellent resource for faculty members. - David W. Test, PhD, Department of Special Education and Child Development, University of North Carolina, USA At last, a book that offers the best of what we know from research on how to promote self determination in students with disabilities. This much-needed book delivers proven, practical strategies for classroom instruction. It should be required reading for teachers and other professionals supporting students in the transition from school to adult life. - David R. Johnson, PhD, Department of Educational Policy and Administration and Institute on Community Integration, University of Minnesota, USA The examples given in the book can be adapted and applied to students of all ages and abilities. The text could be used by university professors to demonstrate how teachers can provide students with a learning environment that includes choices. School districts could use the book in professional learning communities as well as for new teachers and mentors. This book is awesome, and I hope teachers take a look at the research. - Chuck Howard, MAE, teacher, Special School District of St. Louis County, Missouri, USA Self-determination has been a foundation of my curriculum for my students over the last two years, but I had not articulated the specific subsets involved in this concept before reading this book. Wehmeyer breaks self-determination down into the necessary skills of choice making, decision making, goal setting and attainment, and self-advocacy. He shows how to provide opportunity and instruction to support students in successfully meeting their unique transition goals. As a teacher of students with disabilities, I am grateful for this vital contribution to the field. - Tom Szambecki, Lead Teacher, Maize Transition Skills Network, Sedgwick Country, Kansas, USA


'I really like the way Wehmeyer links science to practice, combining theory and research with practical instructional methods and strategies. This volume will be useful for anyone involved in teaching self-determination skills to students with disabilities. It also is an appropriate text for graduate students and an excellent resource for faculty members.' - David W. Test, PhD, Department of Special Education and Child Development, University of North Carolina, USA 'At last, a book that offers the best of what we know from research on how to promote self determination in students with disabilities. This much-needed book delivers proven, practical strategies for classroom instruction. It should be required reading for teachers and other professionals supporting students in the transition from school to adult life.' - David R. Johnson, PhD, Department of Educational Policy and Administration and Institute on Community Integration, University of Minnesota, USA 'The examples given in the book can be adapted and applied to students of all ages and abilities. The text could be used by university professors to demonstrate how teachers can provide students with a learning environment that includes choices. School districts could use the book in professional learning communities as well as for new teachers and mentors. This book is awesome, and I hope teachers take a look at the research.' - Chuck Howard, MAE, teacher, Special School District of St. Louis County, Missouri, USA 'Self-determination has been a foundation of my curriculum for my students over the last two years, but I had not articulated the specific subsets involved in this concept before reading this book. Wehmeyer breaks self-determination down into the necessary skills of choice making, decision making, goal setting and attainment, and self-advocacy. He shows how to provide opportunity and instruction to support students in successfully meeting their unique transition goals. As a teacher of students with disabilities, I am grateful for this vital contribution to the field.' - Tom Szambecki, Lead Teacher, Maize Transition Skills Network, Sedgwick Country, Kansas, USA


Author Information

Michael L. Wehmeyer, University of Kansas, USA, Co-Authors: Martin Agran, University of Wyoming, USA, Carolyn Hughes, Vanderbilt University, USA, James E. Martin, University of Oklahoma, USA, Dennis E. Mithaug, Columbia University, USA, Susan B. Palmer, University of Kansas, USA

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