Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports

Abstract

Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.