- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editor
- Contributors
- Beyond Pathology Positive Psychology and Disability
- Understanding Disability A Strengths-Based Approach
- Positive Psychology and Disability A Historical Analysis
- The Impact of the Quality of Life Concept on the Field of Intellectual Disability
- Optimism Within the Context of Disability
- Social Well-Being and Friendship of People with Intellectual Disability
- Exercise, Leisure, and Well-Being for People with Disabilities
- Coping and Disability
- Adaptive Behavior
- Self-Determination
- Self-Determined Learning
- Understanding Hope in Individuals with Disabilities
- Family Perspectives on Child Intellectual Disability Views from the Sunny Side of the Street
- Resilience and Disability Concepts, Examples, Cautions, and Prospects
- Problem Solving and Decision Making
- Forgiveness, Gratitude, and Spirituality
- Career Development and Career Thoughts
- Self-Regulation and Disability
- Disability Studies/Disability Culture
- Positive Behavior Support Foundations, Systems, and Quality of Life
- Supports and Support Needs
- Supported Employment
- Family Quality of Life
- Education
- Aging with Disability
- A Positive Psychology of Physical Disability Principles and Progress
- Cognitive and Developmental Disabilities
- Severe Multiple Disabilities
- Positive Psychology and Children with Emotional and Behavioral Difficulties
- Positive Psychology and Autism Spectrum Disorders
- Limitations to Positive Psychology Predicted by Subjective Well-Being Homeostasis
- Index
Abstract and Keywords
Self-determined learning is a function of three interacting factors: self-interest that, which motivates thinking and responding; self-regulation that, which controls and coordinates that thinking and responding; and persistence of repeated adjustment to results that maximizes learning. This chapter presents evidence that when these patterns are present early in childhood, prospects for later success are greatly improved. However, this rarely occurs for children youth with disabilities, as results from national longitudinal studies of special education outcomes indicate. Instead, in special education classrooms, students are more likely to follow directions to learn than to self-regulate to learn. The recommended solution is based on self-determined learning theory that explains how self-interest, self-regulation, and persistent adjustment maximize learning and self-instruction pedagogy that teaches these behaviors. The chapter concludes that study skills classes available in schools nationwide provide key opportunities for special education teachers to help students with disabilities become self-determined learners.
Keywords: self-determined learning, self-interest, self-regulation, persistent adjustment, special education achievement outcomes, self-determined learning theory, maximizing learning, self-instruction pedagogy, self-regulation cards, study skills classes
Dennis E. Mithaug is Professor of Education, Teachers College, Columbia University.
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- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editor
- Contributors
- Beyond Pathology Positive Psychology and Disability
- Understanding Disability A Strengths-Based Approach
- Positive Psychology and Disability A Historical Analysis
- The Impact of the Quality of Life Concept on the Field of Intellectual Disability
- Optimism Within the Context of Disability
- Social Well-Being and Friendship of People with Intellectual Disability
- Exercise, Leisure, and Well-Being for People with Disabilities
- Coping and Disability
- Adaptive Behavior
- Self-Determination
- Self-Determined Learning
- Understanding Hope in Individuals with Disabilities
- Family Perspectives on Child Intellectual Disability Views from the Sunny Side of the Street
- Resilience and Disability Concepts, Examples, Cautions, and Prospects
- Problem Solving and Decision Making
- Forgiveness, Gratitude, and Spirituality
- Career Development and Career Thoughts
- Self-Regulation and Disability
- Disability Studies/Disability Culture
- Positive Behavior Support Foundations, Systems, and Quality of Life
- Supports and Support Needs
- Supported Employment
- Family Quality of Life
- Education
- Aging with Disability
- A Positive Psychology of Physical Disability Principles and Progress
- Cognitive and Developmental Disabilities
- Severe Multiple Disabilities
- Positive Psychology and Children with Emotional and Behavioral Difficulties
- Positive Psychology and Autism Spectrum Disorders
- Limitations to Positive Psychology Predicted by Subjective Well-Being Homeostasis
- Index
