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The Self-Determined Learning Model of Instruction (SDLMI) is an instructional framework that develops self-determined action by emphasizing goal setting and attainment. This article details SDLMI implementation for students with complex communication needs, using concrete examples drawn from recent research.",{"@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/implementing-the-sdlmi-with-students-with-significant-support-needs-during-transition-planning/598175/",{"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/implementing-the-sdlmi-with-students-with-significant-support-needs-during-transition-planning/598175.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does self-determination play in transition planning?","Question",{"text":112,"@type":113},"Self-determination supports successful transition from high school to postsecondary education, employment, and community living by enabling students to take causal action in their lives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of the Self-Determined Learning Model of Instruction (SDLMI)?",{"text":117,"@type":113},"SDLMI is designed to help teachers promote self-determined action by focusing instruction on goal setting and the goal-attainment process.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article address students with significant support needs, including complex communication needs?",{"text":121,"@type":113},"It describes SDLMI implementation specifically for students with significant support needs and gives detailed examples, including how instruction can be adapted when students have complex communication needs.","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},598175,1792172107,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Implementing the SDLMI With Students With Significant Support Needs During Transition Planning  \nKathryn M. Burke, PhD 1, Karrie A. Shogren, PhD 1, A. Anthony Antosh, EdD2, Terri LaPlante, MEd2, and Laurie H. Masterson, MEd3  \nCareer Development and Transition for Exceptional Individuals  \n2020, Vol. 43(2) 115–121  \n© Hammill Institute on Disabilities 2019 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143419887858](DOI: 10.1177/2165143419887858)[ ](DOI: 10.1177/2165143419887858)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nSelf-determination, defined by acting as the causal agent in one’s life, plays a critical role in the transition from highschool to postsecondary education, employment, and community living for all students, including students with significant support needs. The Self-Determined Learning Model of Instruction (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies.  \nKeywords  \nself-determination, students with significant support needs, transition planning  \nGabriel is a high school junior taking a U.S. History class co-taught by Ms. Mannion, a general education teacher, and Mr. Cummings, a special education teacher. In this class, Gabriel is being exposed to a new process to set and go after his goals in school and beyond. Ms. Mannion and Mr. Cummings both received training on the SelfDetermined Learning Model of Instruction (SDLMI), a teaching model that enables teachers to support all students to develop self-regulated problem-solving skills they can apply when going after their goals. Mr. Cummings is working with Ms. Mannion to organize SDLMI delivery for the whole class. He also provides additional targeted supports for Gabriel, who receives special education services under the educational classification of intellectual disability. Gabriel has a secondary diagnosis of autism spectrum disorder, and he also has complex communication needs. He expresses himself mainly using an application on his iPad. All 24 students in the class are juniors and beginning to think about their futures. So, Ms. Mannion and Mr. Cummings plan to use the SDLMIto encourage all students to set goals related to both what they are learning in history class and what they would like to do postschool. Mr. Cummings provides targeted instruction during a transition planning period to provide additional support for Gabriel in using the SDLMI to meet his individualized learning needs. Ms. Mannion and Mr. Cummings identified two broad goal areas within which students would select goals  \nrelated to the class based on their interests and preferences (consistent with SDLMI implementation protocols): general academic skills and career-design.  \nIn this article, our focus will be to describe practicebased strategies for implementing the Self-Determined Learning Model of Instruction (SDLMI) with students with significant support needs, including complex communication needs, in the context of general education and transition planning. Gabriel’s case study is intended as an exemplar and represents a composite of students and teachers who have used the SDLMI with students with significant support needs.  \nSelf-Determination in Research and Practice  \nSelf-determination is defined by acting as a causal agent in one’s life; that is, having the skills, opportunities, and  \n1 University of Kansas, Lawrence, KS, USA 2Rhode Island College, Providence, RI, USA 3Coventry High School, Coventry, RI, USA  \nCorresponding Author: ","cbCaimtRyZhIbDkI","https://ap.wps.com/l/cbCaimtRyZhIbDkI","pdf",703096,"English","# Abstract\n# Self-Determination in Research and Practice\n## SDLMI as an evidence-based practice\n## Linking self-determination to transition outcomes\n# Case Context and SDLMI Implementation (Gabriel)","[{\"question\":\"What role does self-determination play in transition planning?\",\"answer\":\"Self-determination supports successful transition from high school to postsecondary education, employment, and community living by enabling students to take causal action in their lives.\"},{\"question\":\"What is the purpose of the Self-Determined Learning Model of Instruction (SDLMI)?\",\"answer\":\"SDLMI is designed to help teachers promote self-determined action by focusing instruction on goal setting and the goal-attainment process.\"},{\"question\":\"How does the article address students with significant support needs, including complex communication needs?\",\"answer\":\"It describes SDLMI implementation specifically for students with significant support needs and gives detailed examples, including how instruction can be adapted when students have complex communication needs.\"}]","Implementing the SDLMI With Students With Significant Support Needs During Transition Planning | PDF",1792086427,18]