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Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings

Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings

Soohnwa Seok, Boaventura DaCosta, Woo Kim
Copyright: © 2014 |Pages: 18
ISBN13: 9781466650152|ISBN10: 146665015X|EISBN13: 9781466650169
DOI: 10.4018/978-1-4666-5015-2.ch005
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MLA

Seok, Soohnwa, et al. "Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings." Assistive Technology Research, Practice, and Theory, edited by Boaventura DaCosta and Soonhwa Seok, IGI Global, 2014, pp. 57-74. https://doi.org/10.4018/978-1-4666-5015-2.ch005

APA

Seok, S., DaCosta, B., & Kim, W. (2014). Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings. In B. DaCosta & S. Seok (Eds.), Assistive Technology Research, Practice, and Theory (pp. 57-74). IGI Global. https://doi.org/10.4018/978-1-4666-5015-2.ch005

Chicago

Seok, Soohnwa, Boaventura DaCosta, and Woo Kim. "Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings." In Assistive Technology Research, Practice, and Theory, edited by Boaventura DaCosta and Soonhwa Seok, 57-74. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5015-2.ch005

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Abstract

This transdisciplinary chapter focuses on ecological perspectives surrounding the design of self-determination-enhanced Problem-Based Learning (PBL). The chapter presents a PBL conceptual framework that can be leveraged in implementation of the skills needed for the 21st-century, specifically self-determination for students with disabilities in inclusive settings. The framework is built upon an extensive research synthesis of the principles behind PBL instructional design with an emphasis on special education. The research synthesis revealed the relationships between self-determination learning and PBL. A collaborative learning model—SHARE: Structure, Hypothesis, Analysis, Research, and Evaluation—was subsequently designed as a positive intervention in implementing PBL. In brief, technology and teacher education constitute the essence of quality self-determination-enhanced PBL practices. Educators, educational policymakers, and researchers involved in inclusive education practices will find this chapter of particular interest as 21st-century learning skills are becoming increasingly vital in today’s society.

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