ABSTRACT

Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided.

摘要

对教师的实施支持可以显着影响中学生在不同环境和内容领域按预期使用循证实践的程度。目前的分析侧重于检查教师实施支持对残疾和非残疾学生设定的目标的影响，这些学生参与旨在促进自决的循证实践，即自主学习教学模式(SDLMI)，在包容性的中学课程中。虽然目标设定是 SDLMI 的核心，但关于教师实施支持（即仅在线与在线 + 辅导支持）对学生使用 SDLMI 选择的目标内容的影响的研究有限，特别是在包容性的中学课堂中，学生正在学习核心内容。调查结果表明，学生在包容性通识教育课程中设定的绝大多数目标都集中在学术学习上，残疾和非残疾学生以及教师实施支持小组设定的目标之间的差异很小。提供了对实践和研究的启示。