Topic: Self-Determination
Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching
self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24, 115-126.
BOTTOM LINE Problem solving and goal setting are important components of self-determination. It
has been questioned whether young children have the ability to set goals. This study
focused on the implementation of the self-determined learning model of instruction
with young children with diverse learning needs. Fourteen teachers and 50 students
participated in this study. Results showed that even children as young as age 5 were
able to set goals and use the model to achieve them. Young children also demon-
strated an ability to self-monitor their progress accurately. Instruction that incorpo-
rates opportunities to self-regulate problem solving and to self-direct learning will
better prepare young children to become self-determined adolescents and adults.
TIPS • Talk with young students to see what it is they would like to learn or do and use
student- involvement in problem solving and self-directed learning to build ca-
pacity for later self-determination for students with disabilities.
• Components of goal setting and problem solving can be incorporated into the
general education or special education classroom. Students may work together
in teams in order to reinforce efforts.
KEY FINDINGS • Mean teacher-rated and student-rated Goal Attainment Scale (GAS) scores
were at the average or slightly above average range, which indicates that both
student and teachers felt that goals had been achieved.
• More students exceeded expectations (34%) than failed to achieve them (12%).
KEY FINDINGS • There were no significant differences in GAS scores by age or goal content area.
cont.
• Students additionally showed improvement on knowledge of the meaning of the
word goal and the ability to provide goal examples
,METHOD • Fourteen teachers from two states were trained to implement the early elemen-
tary version of the Self-Determined Learning Model of Instruction. Fifty stu-
dents (32 male, 16 female) who participated were enrolled in kindergarten
through third grade in 11 elementary schools. Most students were receiving spe-
cial education supports in one or more category.
• Teachers implemented the model using both large-group (introduction to the
model) and one-on-one training. Developmentally and age appropriate materials
were provided by project staff. Teachers discussed and defined the meanings of
the words goal and problem.
• After instruction was complete, teachers scored student progress on each goal.
This scoring was analyzed for model efficacy. Teachers also completed a 16-
item questionnaire reporting their opinions about the Self-Determined Learning
Model of Instruction.
RELATED Thoma, C. A., Nathanson, R., Baker, S. R., & Tamura, R. (2002). Self-determina-
PUBLICATIONS tion: What do special educators know and where do they learn it? Remedial
and Special Education, 23, 242-247.
Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determina-
tion to students with disabilities: Basic skills for successful transition.
Baltimore: Paul H. Brookes.
Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., Martin, J. E. (2000).
Promoting causal agency: The Self-Determined Learning Model of Instruc-
tion. Exceptional Children, 66(4), 439-453.
This research was funded by the U.S. Department of Education, Office of Special
Education, Grant No. H024B990001 awarded to Dr. Michael Wehemeyer at The
Arc of the U.S. and later at the University of Kansas, and does not necessarily
reflect the opinions of the Office of Special Education Programs. For more
information, contact the Beach Center on Disability at 1200 Sunnyside Avenue,
3111 Haworth Hall, The University of Kansas, Lawrence, KS 66045-7534.
Phone: 785-864-7600. Email: [email protected]. Website:
www.beachcenter.org.
Permission granted to reproduce and distribute this research brief.
Please credit the Beach Center on Disability.
