[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598228-105":59,"doc-detail-598228-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-types-of-goals-set-by-transition-age-students-with-intellectual-disability","Examining Types of Goals Set by Transition-Age Students With Intellectual Disability","","Goal setting and attainment are essential for young people with disabilities planning life after school, including employment, postsecondary education, and community participation. This article analyzes goal types set by transition-age students with intellectual disability across three years, supported by teachers using the Self-Determined Learning Model of Instruction (SDLMI). The work highlights students’ aims for multiple adult-life domains and emphasizes examining teacher expectations, instructional practices, and supports within the goal-setting process. Limitations and implications guide further research and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-types-of-goals-set-by-transition-age-students-with-intellectual-disability/598228/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-types-of-goals-set-by-transition-age-students-with-intellectual-disability/598228.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study described in the article?","Question",{"text":112,"@type":113},"The article analyzes the types of goals set by transition-age students with intellectual disability over three years when teachers support self-determination using the SDLMI.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Self-Determined Learning Model of Instruction (SDLMI) work?",{"text":117,"@type":113},"SDLMI is an evidence-based instructional model where trained facilitators teach students self-regulated problem-solving skills through three phases: set a goal, take action, and adjust the goal or plan.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are teacher expectations important according to the article?",{"text":121,"@type":113},"The findings emphasize examining teacher expectations and how they relate to instruction and supports that students receive while engaging in the goal-setting process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598228,1792210506,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Examining Types of Goals Set by Transition-Age Students With Intellectual Disability  \nKathryn M. Burke, PhD 1, Karrie A. Shogren, PhD2 , and Sarah Carlson, MSEd2  \nCareer Development and Transition for Exceptional Individuals  \n2021, Vol. 44(3) 135–147  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143420959055](DOI: 10.1177/2165143420959055)[ ](DOI: 10.1177/2165143420959055)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nGoal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.  \nKeywords  \ngoal setting, transition, intellectual disability, self-determination  \nGoal setting and attainment are critical skills in the lives of young people with disabilities, especially as they prepare for the transition from school to the adult world. Goal setting is defined as the process through which a person creates a target or plan for something they want to accomplish or achieve (Sands & Doll, 2000) . Goal setting is associated with volitional action, one of the three essential characteristics of self-determination (Shogren, Wehmeyer, Palmer, Forber-Pratt, et al., 2015) . Setting postschool goals is central to transition planning services required under the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Postschool activities to be addressed during transition planning listed in IDEIA include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation. As such, goal setting is frequently embedded in self-determination interventions (e.g., the Self-Determined Learning Model of Instruction [SDLMI]) that can be used during transition planning.  \nThe SDLMI (Shogren, Raley, et al., 2018; Wehmeyer et al., 2000) is a model of instruction in which trained facilitators (e.g., teachers) teach students self-regulated problemsolving skills that can be applied to setting and going after goals. The SDLMI comprises three distinct phases—Phase 1: Set a goal, Phase 2: Take action, Phase 3: Adjust goal or plan. Teachers provide instruction and supports to enable  \nstudents to answer four Student Questions per phase that guide them through a self-regulated problem-solving process (for a total of 12 Student Questions in the model) that is repeated over time. Teacher Objectives are linked to each Student Question and serve as a roadmap for what teachers want to achieve in supporting students to respond to questions. Teachers provide direct instruction on skills associated with self-determination (i.e., choice making, decisionmaking, goal setting and attainment, planning, problemsolving, self-advocacy, self-awareness, self-knowledge, self-management; Shogren, Wehmeyer, Palmer, ForberPratt, et al., 2015) through Educational Supports corresponding to each Student Question. Students typically work through the model one to two times over the course of an academ","cbCaidNDW1UlCdAp","https://ap.wps.com/l/cbCaidNDW1UlCdAp","pdf",415150,13,"English","# Abstract\n## Background and definitions of goal setting\n## SDLMI model and instructional phases\n## Transition planning requirements and supports\n## Research gaps and study motivation","[{\"question\":\"What is the focus of the study described in the article?\",\"answer\":\"The article analyzes the types of goals set by transition-age students with intellectual disability over three years when teachers support self-determination using the SDLMI.\"},{\"question\":\"How does the Self-Determined Learning Model of Instruction (SDLMI) work?\",\"answer\":\"SDLMI is an evidence-based instructional model where trained facilitators teach students self-regulated problem-solving skills through three phases: set a goal, take action, and adjust the goal or plan.\"},{\"question\":\"Why are teacher expectations important according to the article?\",\"answer\":\"The findings emphasize examining teacher expectations and how they relate to instruction and supports that students receive while engaging in the goal-setting process.\"}]","Examining Types of Goals Set by Transition-Age Students With Intellectual Disability | PDF",1792086527,33]