Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction

By M. Agran, Michael Cavin, M. Wehmeyer, Susan B. Palmer. 2006

130 citations recorded by the source corpus.

Subfields: Education, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/e8c0c9266707417663d17ec0e753bf6e5aacb90c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Wehmeyer
2. Susan B. Palmer
3. T. Little
4. J. Soukup
5. Suk-Hyang Lee
6. K. Shogren
7. E. Carter
8. Dalun Zhang

In Occupational Therapy

1. Susan B. Palmer
2. M. Wehmeyer

In Safety Research

1. M. Wehmeyer
2. Susan B. Palmer
3. T. Little
4. Suk-Hyang Lee
5. J. Soukup
6. K. Shogren
7. E. Carter
8. Dalun Zhang

Citations in the corpus

• Self-Determination and Access to the General Education Curriculum (2008, background): “This is a finding that has been replicated several times (Agran et al., 2000, 2006; Palmer et al., 2004; Wehmeyer et al., 2000) and confirms the presumption that promoting self-determination can, in fact, promote access to the general education.”
• Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, unknown): “Although only one application for this self-directed learning model of instruction (SDLMI) was found that included some science learning, other studies applying SDLMI provide additional evidence for this approach (Agran, Blanchard, & Wehmeyer, 2000; Agran et al., 2006; Wehmeyer, Palmer, Agran, Mitha”