Researchers recently released findings on their project using the Self-Determined Learning Model of Instruction (SDLMI) in 15 schools. They discovered that schools that provided training and coaching for educators using this model had improved results for both students with disabilities and their non-disabled peers when students were allowed to take charge of their educational objectives in regular education environments.
For over ten years, researchers from the University of Kansas have demonstrated that allowing students, particularly those with disabilities, to take ownership of their education leads to better outcomes. The team from the Kansas University Center on Developmental Disabilities (KUCDD) has wrapped up a project implementing the SDLMI in 15 schools located in Maryland, Delaware, and Pennsylvania. They have published several studies, including a comprehensive analysis indicating that when the SDLMI program is rolled out with strong support for teachers, it not only benefits educators but also leads to improved outcomes for all students.
The KUCDD researchers, affiliated with KU’s School of Education & Human Sciences and the Life Span Institute, recently completed a four-year grant project worth $3.3 million funded by the Institute of Education Sciences. They collaborated with 15 schools in Maryland, Delaware, and Pennsylvania to implement SDLMI and assess the impact of different teacher support strategies during this integration. The results indicated that teachers who participated in online training modules and received coaching were able to implement the SDLMI more effectively, leading to increased goal-setting among students with and without disabilities, ultimately enhancing their educational results.
The SDLMI approach can be incorporated into general education classrooms or specialized instruction for students with disabilities, empowering students to take charge of their own education. It guides them in learning how to set their educational goals and take actionable steps toward reaching those goals. The KUCDD team has developed various supports to help educators adopt this methodology, with past research showing it improves educational and life outcomes for students with disabilities. New findings suggest it also brings advantages to all students in general education settings. Moreover, the research emphasizes the necessity of effectively supporting teachers to improve student outcomes.
“The aim of this project was to implement the SDLMI in general education environments and enable all students to learn through this model. We also aimed to explore various implementation methods in schools. The dedication of schools to this project, even during the COVID-19 pandemic, underscores the strengths of SDLMI,” stated Karrie Shogren, distinguished professor of special education and director of the Kansas University Center on Developmental Disabilities.
The participating high schools represented diverse rural, high-income, and low-income districts, featuring a varied mix of students and educators. Schools were randomly chosen to incorporate SDLMI into one of their core content areas while receiving ongoing support for teachers via online modules or a combination of modules with additional in-person coaching.
The evaluation of the schools’ and students’ progress showed that SDLMI was implemented more effectively, and both teachers and administrators reported higher satisfaction levels when they had access to both online modules and coaching. This finding confirms the significance of providing adequate support for schools and teachers when integrating SDLMI, especially during large-scale implementations. Furthermore, results indicated that schools receiving more support were better equipped to maintain this implementation.
“How we support schools is crucial, especially when implementing extensive system-wide changes,” Shogren mentioned. “Without adequate upfront support, success might be limited. Ultimately, our goal is to assist students. However, it’s essential to consider what type of support teachers and administrators need to facilitate that success.”
With more intensive coaching assistance, researchers found that the SDLMI could be successfully integrated into general education environments to improve outcomes for both disabled and non-disabled students. Those students whose teachers implemented the SDLMI while receiving both online and coaching support exhibited enhanced educational results, including better goal-setting, achievement, and academic performance.
“We have confirmed that students can utilize the SDLMI in general education to set and pursue their learning goals. When they establish goals, their motivation increases. They gain significantly from this process,” Shogren said. “By supporting students with SDLMI, both those with and without disabilities are empowered to set goals based on their self-awareness, with teacher support enhancing their enthusiasm for learning. This model works for everyone.”
The final report documenting the implementation was published in Teacher Education and Special Education. Co-authors include Shogren, Tyler Hicks, Sheida Raley, Kathleen Lane, Hunter Matusevich, Abdulaziz Alsaeed from KU, and Carol Quirk from the Maryland Coalition for Inclusive Education, alongside Dale Matusevich from the Delaware Department of Education. Furthermore, the research team has published over a dozen studies throughout the grant’s duration focusing on the experiences of teachers, students, and schools.
This research contributes to a growing body of literature highlighting the benefits of granting students ownership and self-determination in their education. The KU team is currently testing an app-based version of the SDLMI and will also explore additional implementation methods with coaching support. The aim is to establish systems that allow schools to effectively implement and leverage SDLMI, yielding benefits for both students and teachers. More information is available on the Self Determination website.
