Promoting Self-Determination in Early Elementary School

By Susan B. Palmer, M. Wehmeyer. 2003

210 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/8028bf5fc45dc3a473fa36443237d276017d09bd

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, background): “Participants across studies included children and adolescents ranging from 5 (Palmer & Wehmeyer, 2003) to 21 years (Agran & Wehmeyer, 2000).”
Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled? (2006, unknown): “Finally, because extensive documentation exists already (cf: Algozinne, Browder, Karvonen, Test, & Wood 2001; Graham, Harris, & Troia, 2000; Palmer & Wehmeyer, 2003), we excluded studies of self-regulated strategy development and self-determination unless the studies used BSM as the primary…”
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, result): “These inclusion criteria are consistent with previous reviews (i.e., Test et al., 2009, 2012) and reflect recommendations that transition skills instruction occurs prior to the required age set forth by IDEA (2004; Papay et al., 2015; Palmer & Wehmeyer, 2003).”
Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities (2005, background): “…studies have found that selfdetermined young people leave school to attain more positive adult outcomes, particularly in employment (Field & Hoffman, 2002; Wehmeyer & Schwartz, 1998a), access to health and other benefits, financial independence, and independent living (Wehmeyer & Palmer, 2003).”
Promoting Access to the General Curriculum by Teaching Self-Determination Skills (2004, background): “…and that can serve as a curriculum augmentation to promote access to the general curriculum is the Self-Determined Learning Model of Instruction (SDLMI; Agran, Blanchard, & Wehmeyer, 2000; Mithaug, Wehmeyer, Agran, Martin, & Palmer, 1998; Palmer & Wehmeyer, 2003; Wehmeyer et al., 2000).”
Self-Determination: What Do We Know? Where Do We Go? (2007, background): “There is now a fairly sizable literature base pertaining to the application of the self-determination construct to disability-related issues, including theory development and validation, intervention, follow-up and follow-along, and policy studies; assessment instruments, curricular materials, and i”
Self-Determination and Student Involvement in Standards-Based Reform (2004, background): “…(Agran, Blanchard, & Wehmeyer, 2000; Palmer, Wehmeyer, Gipson, & Agran, 2004; Wehmeyer, Palmer, et al., 2000) and elementary-age children (Palmer & Wehmeyer, 2003) have shown that students with cognitive disabilities can self-regulate the instructional goal-setting process and…”
Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome (2009, background): “…Self-Determined Learning Model of Instruction (Agran, Blanchard, & Wehmeyer, 2000; Palmer & Wehmeyer, 2003) is a teaching model educators can use to help students set educational and learning goals for themselves, develop plans to…”