With the shift to online learning, the pandemic has not only compromised academic progress for students but has also led to a lack of social-emotional support, especially for those students coming from underprivileged backgrounds.
When students determine their own goals and design their own rubrics for measuring outcomes, goal attainment is dependent on whether the student’s rating or the teacher’s rating is utilized as the outcome measure.
As students return to a more normal school routine, IEP teams will have to reassess students’ Present Level of Performance (PLOP) and likely conduct reassessment and revision of IEPs.
Students often set goals based on teacher expectations. In this study, the implementation of the Self-Determined Learning Model of Instruction (SDLMI) led to students setting a lack of academic or social goals and an abundance of home living goals; this may suggest lower adult expectations for students with significant support needs.
It is imperative that transitions and plans for learners who are diagnosed with autism and needing additional services are put in place in order for them to experience success and independence in their adult years.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
This study describes and validates a model of teaching in early elementary grades that teachers can use to infuse these activities into existing curricula and programs.
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