Martin Agran – författare

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth.Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory.Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth.Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory.Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.

What key issues and challenges affect the lives of people with severe disabilities today - and what should tomorrow’s professionals do to address them? Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan. Readers will fully examine more than a dozen critical topics in the lives of people with severe disabilities; explore necessary reforms to policy and practice; and set clear goals and priorities for improving early intervention, education, health care, behaviour supports, and social services. Whether used as a textbook or a professional reference, this innovative volume will help usher in a new era of services that support full inclusion and quality of life for people with severe disabilities.Covers Today's Most Critical Topics:Addressing inequities in our educational and social services systemDesigning and delivering effective early intervention and educationExpanding and improving inclusive educationSupporting families of children with severe disabilitiesResolving challenges to person-centered planning and self-determinationProviding effective and respectful positive behaviour supportsImproving access to the general curriculumDelivering effective literacy instruction to students with severe disabilitiesRemoving barriers to friendships and social relationshipsSupporting students with health care needs in general education classroomsPromoting access to postsecondary education, employment, and community lifeProviding appropriate medical and social services to elderly individuals with severe disabilitiesOnline Companion Materials: This book comes with online PowerPoint slides for faculty, ideal for complementing and enhancing lessons.