Interventional Research For Self-determination

Research objective: On the basis of understanding RMMC'( reverse mainstreaming'mental retardation children)self-determination situation, explore the possibility(Ability and resource and feasibility (Interventional curriculum and training method)on RMMC'self-determination education. Research Method: Through six IEP thematic teaching activities①I want to participate in my IEP.②I want to bathe myself.③I want to organize class to shopping.④I want to invite my little companions to play football.⑤I want to autonomous learning.⑥I want to take part in speech competition, make use of SDLMI (Self-Determined Learning Model of Instruction) to train case's eight self-determination core skills: Choice-making skills, Problem-solving skills, Decision-making skills, Goal setting and attainment skills, Self-regulation skills, Self-advocacy, Self-awareness or Self-knowledge, Self-efficacy. Comprehensively applying observation method, interviewing method, survey method, experimental method to effectively monitor and assess case's developing process for self-determination. Results: (1)Before intervention, case's self-determination at a lower level, and lack the opportunities for self-determination.(2)After intervention, each dimension of self-determination behaviors (knowledge, skill, perceive) and total scores increased significantly, total scores raised 40 percentile ranks, there is a strong consistency between different evaluator's reported scores. (3) Case's self-determination show a higher degree of generalization .After intervention, the total scores of self-determination (at school and home) increased significantly, the school scores raised 50 percentile ranks, the home scores raised 40 percentile ranks.Study Conclusion:(1) RMMC can formulate and implement their IEP;(2) Family is self-determination training base for RMMC;(3) Collective activities help to cultivate RMMC'self-determination;(4) Community is self-determination experimental bases for RMMC;(5) RMMC can develop the ability of Autonomous Learning;(6) Teacher play the role of promoter in develop RMMC'self-determination;(7) Case's developing process for self-determination—from give up self-determination to excessively self-determination .Countermeasures and Suggestions: (1) teach some concrete tactics of self-determination to RMMC①Self-awareness or Self-knowledge②Choice-making skills③Decision-making skills④Problem-solving skills⑤Goal setting and attainment skills⑥Autonomous learning strategies;(2) Bring self-determination into RMMC's IEP①Take advantage of SLMI to instruct RMMC formulate and implement their IEP②Encourage RMMC to take part in IEP (3) provide self-determination's opportunity for RMMC; (4) Improve teacher's awareness and capacity to culture self-determination;(5) develop school support system for self-determination①Compile related Curriculum and material of instruction for self-determination②Strengthen teacher training③Set up a professional team to instruct RMMC'self-determination;(6) Excavate RMMC's family sources for self-determination;(7)Create favorable community environment for RMMC'self-determination;(8) Self-determination does not seek completely determination, but it pursue maximal self-determination;(9) Self-determination is life-long object for individual.