MARC Record from Library of Congress

LEADER: 05126cam a2200349 a 4500
001 2006025910
003 DLC
005 20070508092927.0
008 060807s2007 caua b 001 0 eng
010 $a 2006025910
015 $aGBA698865$2bnb
016 7 $a013608128$2Uk
020 $a1412925738 (cloth : alk. paper)
020 $a9781412925730 (cloth : alk. paper)
020 $a1412925746 (pbk. : alk. paper)
020 $a9781412925747 (pbk. : alk. paper)
035 $a(OCoLC)ocm71126651
035 $a(OCoLC)71126651
040 $aDLC$cDLC$dBAKER$dUKM$dSTJ$dC#P$dYDXCP$dBTCTA$dDLC
050 00 $aLC4019$b.W43 2007
082 00 $a371.9/043$222
100 1 $aWehmeyer, Michael L.
245 10 $aSelf-determination :$binstructional and assessment strategies /$cMichael L. Wehmeyer, Sharon L. Field.
260 $aThousand Oaks, CA :$bCorwin Press,$cc2007.
300 $axiv, 193 p. :$bill. ;$c26 cm.
504 $aIncludes bibliographical references (p. 179-188) and index.
505 0 $aSelf-determination : what is it and why is it important to students with disabilities? -- Self-determination: what is it? -- A functional model of self-determination -- A five-step model of self-determination -- Self-determination : why is it important to students with disabilities? -- Impact of promoting component elements of self-determined behavior -- Impact of promoting self-determination -- Self-determination in the era of standards-based reform -- Promoting self-determination in the general education curriculum -- Self-determination content in general education standards -- Self-determination and curriculum modifications -- Infusing instruction into the general education curriculum -- Planning -- Curriculum content -- Educational planning and student involvement -- IEP planning, access to the general education curriculum, and self-determination -- Supplementary aids and services -- Specially designed instruction -- Other educational needs -- Self-advocacy and student involvement in educational planning -- Promoting self-advocacy -- Student involvement in educational planning -- School-wide and classroom ecological interventions -- Quality indicators of programmatic efforts -- Quality indicator #1 : Knowledge, skills, and attitudes for self-determination are addressed in the curriculum, in family support programs, and in staff development -- Quality indicator #2 : Students, parents, and staff are involved participants in individualized educational decision making and planning -- Quality indicator #3 : Students, families, faculty, and staff are provided with opportunities for choice -- Quality indicator #4 : Students, families, faculty, and staff are encouraged to take appropriate risks -- Quality indicator #5 : Supportive relationships are encouraged --Quality indicator #6 : Accommodations and supports for individual needs are provided -- Quality indicator # 7 : Students, families, and staff have the opportunity to express themselves and be understood -- Quality indicator #8 : Consequences for actions are predictable -- Quality indicator #9 : Self-determination is modeled throughout the school environment -- Teacher-directed instructional strategies -- Learning process strategies -- Modeling and mentors -- Cooperative learning groups -- Coaching -- Behavioral strategies -- Teaching component elements of self-determined behavior -- Teaching goal setting and attainment -- Teaching problem solving -- Teaching decision making -- Fostering self-awareness and self-knowledge -- Promoting choice making -- Attribution retraining -- Curricular materials-- Student-directed learning and peer-mediated instructional strategies -- Student-directed learning strategies -- Antecedent cue regulation -- Self-monitoring, self-evaluation, and self-reinforcement -- Self-instruction -- Multiple strategy use -- The self-determined learning model of instruction -- Peer-mediated learning strategies -- Assessing student needs and evaluating programs -- Assessing instructional needs in self-determination -- The Arc's self-determination scale -- Self-determination assessment battery -- The AIR self-determination scale -- Program evaluation -- Empowerment evaluation -- Family support for self-determination -- How families impact student self-determination -- Strategies and resources to help family members learn about self-determination -- Family support for self-determination : tips and tools -- Sharing stories about self-determination -- Making the most of teachable moments -- Providing a positive role model of self-determination -- Nurturing the self-determination of teachers -- What do educators need to know to be self-determined in their work? -- What can teachers do to build and nurture their self-determination? -- Resource A: self-determination quality indicators assessment tool -- Resource B: the Arc's self-determination scale.
650 0 $aChildren with disabilities$xEducation.
650 0 $aAutonomy (Psychology)
650 0 $aChoice (Psychology)
700 1 $aField, Sharon L.
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip0619/2006025910.html