Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the Self-Determined Learning Model of Instruction (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.

先前的研究报道了基于残疾状况的学生自决能力的差异。具体来说，与残疾同龄人相比，无残疾学生的自我决定始终表现出更高的自我决定能力，这表明学校环境中存在着不同的机会和对自我决定的支持。为了进一步研究学生自决中的潜在差异，本研究研究了旨在促进学生自决的循证实践的影响，这是一种自学式的教学模式。（SDLMI），关于在整个包容性，次要核心内容教室中实施的学生自决结果，作为整个学年的普遍（即第1层）支持。研究结果表明，在多年学习的第一年中，总体自决方面的变化相对较小，但在残疾学生和非残疾学生中，其自律模式是一致的。讨论了对研究和实践的意义。