1. Joshua M. Pulos University of Oklahoma
Taking Charge and Using My Voice to Attain Goals: Using The Self-Determined Learning Model of Instruction to Enhance Both In-School and Postsecondary Outcomes for Students with Disabilities
Joshua M. Pulos
University of Oklahoma

2. Session Overview Participants will
acquire knowledge of self-determination and The Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice and predictor of in-school and postsecondary success for students with disabilities,
learn the scope and sequence of the SDLMI to support students in the classroom setting, and
apply the specific strategies to two case examples to illustrate the SDLMI to real-world contexts.

3. What is Self-Determination? Laying the Foundation

4. Laying the Foundation What Does It Mean to be Self-Determined?
The Oxford English Dictionary recognized the earliest use of self- determination occurring in 1693 defined as "determination of one’s mind or will by itself toward an object” (Simpson & Weiner, 1989, p. 919).
In addition, the philosopher John Locke (1715) declared “the idea of men and self-determination appear to be connected men can determine themselves” (p. 293).
Furthermore, the American Heritage Dictionary of English Language (1992) defined self-determination as the determination of one’s own destiny or path of action without coercion; free will.

5. Laying the Foundation Disability Literature
Early use of the term self-determination within the disability literature occurred in a chapter by Nirje (1972) in the now classic text on the principle of normalization by Wolfensberger (1972). Nirje (1972) stated
One major facet of the normalization principle is to create conditions through which a handicapped person experiences the normal respect to which any human being is entitled in the end, even the impaired person has to manage as a distinct individual, and thus has his identity defined to himself and to others through the circumstances and conditions of his existence. Thus, the road to self-determination [emphasis added] is both difficult and all important for a person who is impaired. (p. 177)

6. Laying the Foundation Operationally Defining Self-Determination
Rowe et al. (2015) conducted a Delphi study to operationally define the predictors of postsecondary success which included self- determination.

7. Laying the Foundation Essential Characteristics of Self-Determined Actions: Volitional Action The making of intentional, conscious choices based on one’s preferences and interests.
Autonomy
Self-Initiation
Definition
Within your environment, you function based on your abilities, interests, and preferences without unnecessary outside influence.
Example
Based on what you are most interested in, you choose what clubs to be a part of at school.
Definition You identify and start working toward a goal while using your past experiences to understand your interests and preferences. Example You join a culinary club at your school because you have cooked at home in the past and really enjoyed it.
(Shogren et al., 2017)

8. Laying the Foundation Essential Characteristics of Self-Determined Actions: Agentic Action The self-directing and managing of one’s actions toward one’s goals.
Pathways Thinking
Self-Direction
Self-Regulation
Definition
The knowledge of being able to identify many approaches to solve problems and reach your goals.
Example
You do not have a book you need to complete your homework, so you think to either go to your locker to retrieve it or borrow the book from a friend.
Definition
You freely choose the goals you wish to pursue and recognize and respond to challenges and opportunities.
Example
You enjoy cheerleading and want to be the captain on your team; you tryout for the position and accept the position when it is offered to you.
Definition
You manage your actions while working toward a goal--having systems for keeping track of progress and evaluating results.
Example
You want to go to the movies with your friends and need a ride there, so you ask them to pick you up and they do.
(Shogren et al., 2017)

9. Psychological Empowerment
Laying the Foundation Essential Characteristics of Self-Determined Actions: Action-Control Beliefs The recognition of one’s own abilities and believing those abilities will help one achieve their goal.
Control Expectancy
Psychological Empowerment
Self-Realization
Definition
The belief that you can use your skills and the people around you to influence your environment and reach a goal.
Example
You know you need help in your English class, so you work hard during after school tutoring with your tutor to make sure you receive an A.
Definition
The belief that you have what it takes to reach your goal and you can reach your goals when you try.
Example
You decide to take courses at the local CareerTech because you know it will help you with your job placement postsecondary.
Definition
You use what you know about your personal strengths and weaknesses to act in the best way for you.
Example
You decide to run for president of your sophomore class because you know you are good at working with a large group of individuals.
(Shogren, Wehmeyer, Burke, & Palmer, 2017)

10. Laying the Foundation How Do We Teach These Skills?
Promoting students’ self-determination can take place through a variety of activities including
instruction on component elements of self- determined behavior,
self-determination curricula and assessment materials, and
student-directed planning materials.

11. The Self-Determined Learning Model of Instruction (SDLMI) A Model of Teaching

12. The Self-Determined Learning Model of Instruction (SDLMI) What Is It?
Students with disabilities must learn the skills to advocate for their individual needs and interests by taking the necessary steps to change circumstances that pose barriers to their pursuits.
Thus, the SDLMI primary emphasis is to enable students with disabilities to apply a problem solving, goal oriented strategy to self- directed learning.
The SDLMI recognizes that success in life revolves around modifying conditions to make them more advantageous for one’s own pursuit; this is the basis of acting as a causal agent in one’s life.
(Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000)

13. The Self-Determined Learning Model of Instruction (SDLMI) Implementation
With implementation of the SDLMI, students can
learn self-determination skills such as problem solving, goal setting, self-advocacy, self- monitoring, and self-evaluation,
work toward achieving goals related to academic and transition constructs, and
achieve both positive in-school and postsecondary outcomes.
(Wehmeyer et al., 2007)

14. The Self-Determined Learning Model of Instruction (SDLMI) Three Phases with Three Components
The SDLMI consists of three problem-solving phases:
Phase 1: Set a Goal,
Phase 2: Take Action, and
Phase 3: Adjust Goal or Plan.
Within each phase of the SDLMI, there are three components:
educational supports,
student questions, and
teacher objectives.
(Agran, Wehmeyer, Cavin, & Palmer, 2008; Wehmeyer et al., 2007)

15. The Self-Determined Learning Model of Instruction (SDLMI) Educator’s Role
Advocate
Empowers the student by communicating “you can succeed”
Collaborates with the student to achieve shared (i.e., between educator and student) goals
Facilitator
Encourages the student to succeed
Provides accommodations and supports
Teacher
Shares their personal expertise to promote learning
A resource for the student to support goal attainment
Ultimately, the nature of the SDLMI is to assist educators
to teach students to teach themselves.
(Agran et al., 2008; Wehmeyer et al., 2007)

16. The Self-Determined Learning Model of Instruction (SDLMI) Educator’s Role

17. The Self-Determined Learning Model of Instruction (SDLMI) Instructional Process
Within each phase of the SDLMI, there is a problem to solve:
Phase 1: What is my goal?,
Phase 2: What is my plan?, and
Phase 3: What have I learned?
A problem is an activity, situation, or task for which a solution is not immediately identified, known, or obtainable.
Thus, when a student solves the problem, she has gone through the process of resolving the initial conundrum or difficulty laid out before her.
(Agran et al., 2008; Wehmeyer et al., 2007)

18. The Self-Determined Learning Model of Instruction (SDLMI) Instructional Process
Solving the problem in each phase of the SDLMI leads to the next phase.
Solving the ”what is my goal” problem (i.e., Phase 1) leads to developing and setting a goal; setting a goal creates the need for an action plan.
Solving the “what is my plan” problem (i.e., Phase 2) leads to the development and implementation of an action plan to achieve the goal; implementing the plan creates the need to track progress toward the goal.
Solving the “what have I learned” problem (i.e., Phase 3) leads to either goal completion, revision of the plan, or revision of the goal.
(Agran et al., 2008; Wehmeyer et al., 2007)

19. The Self-Determined Learning Model of Instruction (SDLMI) Instructional Process
Phase 1: Set a Goal
Prior to determining a goal, the educator and student dialogue on the
student’s desires,
student’s current knowledge,
student’s barriers to learning, and
actions that are needed to overcome those barriers.
The educator and student develop a goal (i.e., what is my goal?).
(Agran et al., 2008; Wehmeyer et al., 2007)

20. Phase 1: Set a Goal
“What is my goal?

21. The Self-Determined Learning Model of Instruction (SDLMI) Instructional Process
Phase 2: Take Action
The educator, supporting the student, facilitates development and implementation of a self-directed action plan (i.e., what is my plan?) to achieve the student’s identified goal.
With the action plan in place, the student
acts and engages in educational activities to attain the identified goal.
(Agran et al., 2008; Wehmeyer et al., 2007)

22. Phase 2: Take Action
“What is my plan?

23. Phase 3: Adjust Goal or Plan
The Self-Determined Learning Model of Instruction (SDLMI) Instructional Process
Phase 3: Adjust Goal or Plan
With support from the educator, the student evaluates their progress toward achieving the goal identified in Phase 1.
Has the student met the identified goal?
If the answer is no, the student must ”decide if he or she will continue to pursue the goal and make adjustments to his or her action plan, revise/refocus the goal, or select a new goal” (Wehmeyer et al., 2007, p. 11).
Based on this decision, the student proceeds to work through the SDLMI phases again.
(Agran et al., 2008; Wehmeyer et al., 2007)

24. Phase 3: Adjust Goal or Plan
“What have I learned?

25. The Self-Determined Learning Model of Instruction (SDLMI) Evidence of Effectiveness

26. The Self-Determined Learning Model of Instruction (SDLMI) Evidence of Effectiveness
In a field test with 40 students with intellectual and learning disabilities using the SDLMI, Wehmeyer et al. (2000) found 55% of students met or surpassed the attainment of academic and transition goals.
In a follow-up study, Shogren, Palmer, Wehmeyer, Williams-Diehm, and Little (2012) sought to examine the impact of the SDLMI on academic and transition goal attainment, in addition to the general education curriculum for student with intellectual and learning disabilities. The findings supported the effectiveness of the model for academic and transition goal attainment and access to the general education curriculum.

27. The Self-Determined Learning Model of Instruction (SDLMI) Evidence of Effectiveness
Lee, Wehmeyer, Palmer, Soukup, and Little (2008) studied the impact of promoting self-determination as an instructional strategy. This study established a relation between the SDLMI and academic goal attainment to facilitate access to the general education setting for students with disabilities.
In recognition of this research, the National Technical Assistance Center on Transition (NTACT, n.d.) considers the SDLMI an evidence- based academic/transition education practice and predictor to increase goal attainment.

28. The Self-Determined Learning Model of Instruction (SDLMI) Case Examples (Academic/Transition)

29. The Self-Determined Learning Model of Instruction (SDLMI) Case Example (Academic)
Meet Jocelyn Jocelyn is a freshman in high school and above grade level in reading. She enjoys reading, and her favorite book is Harry Potter and the Goblet of Fire. According to Jocelyn, she dislikes writing. It is half- way through the first semester of school, and Jocelyn’s teacher has conducted many formative/summative assessments on Jocelyn’s writing ability. After her evaluation, her teacher has learned that most of Jocelyn’s writing is simple sentences with a great deal of grammatical errors and little detail.

30. The Self-Determined Learning Model of Instruction (SDLMI) Case Example (Transition)
Meet James James is a young man with cerebral palsy, uses an augmentative/alternative communication (AAC) device to communicate, and requires support and assistance for all daily care and mobility activities. James’ family supports his desire to move into his own apartment, but they are worried about consistency of care for James, especially in terms of medical follow up. James has plans to get a job and wants to try living on his own for a bit after graduation from high school. His family wants to renovate their home to allow James private space and access. They want him to be able to handle his own health, medical, and safety needs before living on his own. James will likely live in this adapted home after high school. He currently receives support through the Developmental Disabilities Services Division (DDSD) for in-home support and job coaching.

31. Case Example (Academic) Meet Jocelyn
(Shogren et al., 2017)

32. Case Example (Academic) Meet Jocelyn
(Shogren et al., 2017)

33. Case Example (Transition) Meet James
(Shogren et al., 2017)

34. Case Example (Transition) Meet James
(Shogren et al., 2017)

35. References
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, doi: / American Heritage dictionary of the English language, The. (1992). New York: Houghton Mifflin. Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, doi: / Locke, J. (1715). An essay concerning human understanding. London: Black Swan. National Technical Assistance Center on Transition. (n.d.). Evidence-based practices and predictors: Resource list. Retrieved from Nirje, B. (1972). The right to self-determination. In W. Wolfensberger (Ed.), Normalization: The principle of normalization in human services (pp ). Toronto, Ontario, Canada: National Institute on Mental Retardation. Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, doi: /

36. References
Shogren, K. A., Palmer, S., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, doi: / Shogren, K. S., Wehmeyer, M. L., Burke, K. M., & Palmer, S. B. (2017). The Self-Determined Learning Model of Instruction: Teacher’s guide. Lawrence, KS: Kansas University Center on Developmental Disabilities. Simpson, G., & Weiner, W. (1989). Oxford English dictionary. Oxford, UK: Oxford University Press. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66, doi: / Wehmeyer, M., Palmer, S., Garner, N., Lawrence, M., Soukup, J., Shogren, K., Kelly, J. (2007). The Self-Determined Learning Model of Instruction: A teacher’s guide. Lawrence, KS: Kansas University Center on Developmental Disabilities. Wolfensberger, W. (1972). Normalization: The principle of normalization in human services. Toronto, Ontario, Canada: National Institute on Mental Retardation.

37. Thank you!