Michael Wehmeyer

The partnership team will examine whether two programs, the Active Student Participation Inspires Real Engagement (ASPIRE) program and the Self-Determined Learning Model of Instruction (SDLMI) are associated, on their own and in combination, with increased student involvement in transition planning (planning for post-high school) in middle and high school and improved transition outcomes (post-secondary education/training, employment, and community inclusion) for students with disabilities.

The purpose of this project is to develop a professional development model to support teachers in using the results of a Supports Intensity Scale-Children's Version (SIS-C) assessment to design supplementary aids and services that promoteaccess to the general education curriculum for students with intellectual disability (ID). The model includes the SIS-C Supports Planning Process (a process that involves using the SIS-C to identify, implement, and evaluate supplementary aids and services fo...

The goal of this project was to develop and validate a self-determination assessment that can be used across students with and without disabilities. Higher levels of self-determination are related to better life outcomes for students with disabilities. Yet the current measures of self-determination available were developed in the 1990s and were developed and tested for a specific disability group. This limitation creates issues with cross-disability group comparisons of self-determination an...

There is now an emerging literature base in special education reporting that promoting self-determination is a valued and important outcome for students with disabilities, but that too many students with cognitive disabilities experience limited self-determination. The fact that many students with disabilities have low levels of self-determination is a problem because research shows that students with high levels of self-determination achieve more positive outcomes. The Self-Determined Lea...