Examining Implementation Fidelity of the Self-Determined Learning Model of Instruction in Inclusive General Education Classrooms

This study examined key implementation elements relating to the fidelity of implementation of the Self-Determined Learning Model of Instruction (SDLMI) in inclusive general education classrooms using a multiple methods approach. Quantitative findings showed general alignment between fidelity ratings from SDLMI coaches and external observers and suggested the SDLMI can be implemented with comparable fidelity across co-teaching arrangements. Qualitative content analysis of observation notes identified (a) elements of teacher practice and (b) corresponding elements of student responsiveness that were supportive and not supportive of adequate fidelity ratings. Teachers who implemented the SDLMI with adequate fidelity demonstrated a facilitative teaching style and supported students in applying content to their own lives and goals. As a result, students were familiar with the SDLMI process and their goals and were actively engaged during lessons. In contrast, teachers demonstrating inadequate fidelity used nonsupportive or directive teaching approaches and did not effectively use the implementation schedule, and students showed limited comfort with the process and reduced engagement. These findings support the utility of the SDLMI in inclusive environments and underscore the importance of sustained professional development, coaching, and reflective tools for educators. Implications for research and practice are discussed.