The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings

Sheida K. Raley, Kathryn M. Burke, Mayumi Hagiwara, Karrie A. Shogren, Michael L. Wehmeyer, Jennifer A. Kurth

Research output: Contribution to journalArticle


There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support.

Original languageEnglish (US)
Pages (from-to)82-90
Number of pages9
JournalIntellectual and developmental disabilities
Issue number1
StatePublished - Feb 1 2020
Externally publishedYes



  • extensive support needs
  • inclusive education
  • self-determination

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology
  • Community and Home Care
  • Psychiatry and Mental health

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