Abstract
Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.
