Question 1
Succinctly, Self-directed learning entails incorporation of the students input in the learning process, they take an active part in shaping and influencing the manner in which they attain the necessary skills and knowledge on their own without intervention from their mentors ( Costa & Kallick, 2004). In this process it is prudent to see to it that the student is gaining the right skills and eventually have the ability to perform certain tasks. In essence, it is the basis of ensuring valid and reliable goals are set. It is worth noting that student’s goals influences the routine life of that student through execution of self-directed programs ( Zickel & Arnold, 2001).
Notably, with self-directed learning, students acquire the skills avoid impulsive decision. They often have a deeper clarification of the outcome following the collection of an array of information ( Costa & Kallick, 2004). Evidently, these category of students are express a high level of creativity and innovativeness; past knowledge are utilized vis-à-vis present ones to attain set goals ( Costa & Kallick, 2004). They behavior and aspiration are usually self-monitored in this framework. In handling, current challenges, these students applied past experiences; they make a reflection of the process utilized to arrive at a given remedy. In the event of a failure in the past challenges, they usually modify or come up with alternative solution to the problem on their own ( Costa & Kallick, 2004). Nevertheless, appraisal of these skills may pose a small challenge to the assessors. The major dilemma involves movement of these expectations into the realm of reality from rhetoric one ( Costa & Kallick, 2004). Usually checklist has been used to solve this problem; students can use the checklist to self-monitor their progress towards attain of right skills and knowledge. Therefore, it is practical to ensure valid and reliable learning goals are set for students in the self-directed learning platform.
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Question 2
A major challenge affecting the learning process with regards to students with disabilities is failure to recognize one’s own learning disability (Zickel & Arnold, 2001). If such students are to be successful in education especially those involving post-secondary programs, then identification of one’s learning disability is a priority with consequential self-modification in behavior. According to Zickel & Arnold (2001) such students ought to perform a careful analysis of their situation, disabilities and come up with self-directed plan as a compensation of their disability. The solution amidst other avenue is self-directed learning.
Educators of students with disabilities must champion for self-directed learning so as to restore a sense of self-formulated direction; this will impact right skills and values which will enable the students become responsible and self-directed learners, better equipped to cope up with life’s dilemmas ( Costa & Kallick, 2004). One valid appraisal of I ndividualized education programs would be to assess the level of self-advocacy fronted by the disable students. Strategies have to be in place where they are given the window to come up with mechanism that will help in boosting their performance. This should be measured own a self-determination scale (Zickel & Arnold, 2001). Self-advocacy circle can be utilized as well. Through this strategy, student will on their own reflect on their weaknesses and strength; set their own measurable goals; develop a strategy of continuously alerting the teachers of their progress and the major challenges faced with regards to their weaknesses and strengths Zickel & Arnold, 2001); and finally utilization of a checklist for feedback ( Costa & Kallick, 2004). Role-play can as well be helpful in the validation process. In essence, it is practical to ensure valid and reliable learning goals are set for students in the self-directed learning platform who have disabilities.
References
Costa, A., & Kallick, B. (2004). Launching Self-directed Learners. Retrieved from http://www.educationalleader.com/subtopicintro/read/ASCD/ASCD_320_1.pdf
Zickel, J. P., & Arnold, E. (2001). Putting the I in the IEP. Educational leadership , 59 (3), 71-73.
