Michael L Wehmeyer
Biographic Data
| ID | 3450237 |
|---|---|
| NAME | Michael L Wehmeyer |
| GIVEN NAMES | Michael L |
| FAMILY NAME | Wehmeyer |
| SIGNATURE | WEHMEYER M L |
| AFFILIATIONS | The University of Kansas, Lawrence, USA |
| ORCID | 0000-0001-9220-7508 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A Fourth Generation of Inclusive Education
Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes a fourth generation of inclusive practices th…
Using leadership to leverage ChatGPT and artificial intelligence for undergraduate and postgraduate research supervision
ChatGPT and other artificial intelligence (AI) and large language models (LLMs) have hit higher education by storm. Much of the research focuses on how this – and similar – tools can be leveraged for effective education of undergraduate coursework students. In this study, we explore the emerging benefits and limitations of ChatGPT and LLMs in the context of undergraduate and postgraduate research supervision. What we found was that psychological …
From segregation to strengths
Author Michael Wehmeyer began his career in special education shortly after the passage of the 1975 Education for All Handicapped Children Act (which later became the Individuals with Disabilities Education Act, or IDEA). In those early days, he recounts, students with disability were mostly segregated from other children, and many of the adults who worked with them assumed they were uneducable. Since that time, the field has come a long way, and…
Age of Majority and Alternatives to Guardianship
Federal law requires that schools provide students receiving special education services and their parents/guardians with notice, 1 year before the student reaches the age of majority, that all of the educational rights previously afforded to the parents/guardians will transfer to the student once they reach the age of majority. During this “transfer-of-rights” period, educational professionals often advise parents/guardians to seek legal guardian…
Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability
The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportu…
The Agentic Self
This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research …
The Oxford Handbook of Positive Psychology and Disability
The Oxford Handbook of Positive Psychology and Disability is the first comprehensive text providing a foundation for research and practice focusing on positive attributes of disability. The handbook’s introductory chapters introduce a paradigmatic change in how disability itself is understood, leading to the opportunity to focus research and practice regarding positive psychology’s emphasis on optimal human functioning to understand and support p…
Family Quality of Life
Family quality of life (FQOL) shares a mutual goal with positive psychology in its emphasis on strengths and the enhancement of well-being. This chapter reviews trends in family research related to family quality of life in the disability field and draws parallels with the positive psychology field in terms of a gradual evolution from a negative to a positive orientation. This evolutionary progress is highlighted in terms of reviewing current res…
A cross-cultural comparison of the self-determination construct in Italian and American adolescents
The functional theory of self-determination (fSDT) defines and operationalises self-determination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities. While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the cross-cultural comparabili…
Community involvement in promoting inclusion, participation and self‐determination
Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability itself is understood and conceptualised. These changes, which embrace a person–environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualisations, more attention must be given to the interaction between people with disability …
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general educati…
Factor Structure and Construct Validity of Scores on the Hopelessness Scale for Children with Students with Cognitive Disabilities
The psychometric characteristics of the Hopelessness Scale for Children (HSC) was examined for children and adolescents with mental retardation or a learning disability. Scores from 261 students with cognitive disabilities were analyzed to determine the factor structure and internal stability of scores on the scale with this population. Locus of control and achievement attribution scores were correlated with HSC scores to examine construct validi…
Perceptions of Control of Students With and Without Cognitive Disabilities
Reliability and Acquiescence in the Measurement of Locus of Control with Adolescents and Adults with Mental Retardation
The locus of control construct has been useful for explaining individual and group variability in motivation, personality, and achievement. Despite a general agreement that people with mental retardation generally lack control in their lives, the construct has not been used to any meaningful extent to explain less than optimal life outcomes experienced by this group. One reason that this circumstance exists is that people with mental retardation …
Factor Structure and Construct Validity of a Locus of Control Scale with Individuals with Mental Retardation
The purpose of the present study was to examine the factor structure and construct validity of the Adult version of the Nowicki-Strickland Internal-External Scale (ANS-IE) with 409 adolescents and adults with mental retardation. Test scores were factor analyzed by gender, yielding a 6-factor solution for females and an 8-factor solution for males. There was a great deal of similarity on factor themes between genders, and similarity between previo…
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Community involvement in promoting inclusion, participation and self‐determination
Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability itself is understood and conceptualised. These changes, which embrace a person–environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualisations, more attention must be given to the interaction between people with disability …
Age of Majority and Alternatives to Guardianship
Federal law requires that schools provide students receiving special education services and their parents/guardians with notice, 1 year before the student reaches the age of majority, that all of the educational rights previously afforded to the parents/guardians will transfer to the student once they reach the age of majority. During this “transfer-of-rights” period, educational professionals often advise parents/guardians to seek legal guardian…
Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability
The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportu…
Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general educati…
Factor Structure and Construct Validity of a Locus of Control Scale with Individuals with Mental Retardation
The purpose of the present study was to examine the factor structure and construct validity of the Adult version of the Nowicki-Strickland Internal-External Scale (ANS-IE) with 409 adolescents and adults with mental retardation. Test scores were factor analyzed by gender, yielding a 6-factor solution for females and an 8-factor solution for males. There was a great deal of similarity on factor themes between genders, and similarity between previo…
Reliability and Acquiescence in the Measurement of Locus of Control with Adolescents and Adults with Mental Retardation
The locus of control construct has been useful for explaining individual and group variability in motivation, personality, and achievement. Despite a general agreement that people with mental retardation generally lack control in their lives, the construct has not been used to any meaningful extent to explain less than optimal life outcomes experienced by this group. One reason that this circumstance exists is that people with mental retardation …
Perceptions of Control of Students With and Without Cognitive Disabilities
Factor Structure and Construct Validity of Scores on the Hopelessness Scale for Children with Students with Cognitive Disabilities
The psychometric characteristics of the Hopelessness Scale for Children (HSC) was examined for children and adolescents with mental retardation or a learning disability. Scores from 261 students with cognitive disabilities were analyzed to determine the factor structure and internal stability of scores on the scale with this population. Locus of control and achievement attribution scores were correlated with HSC scores to examine construct validi…
Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general educati…
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Community involvement in promoting inclusion, participation and self‐determination
Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability itself is understood and conceptualised. These changes, which embrace a person–environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualisations, more attention must be given to the interaction between people with disability …
The Oxford Handbook of Positive Psychology and Disability
The Oxford Handbook of Positive Psychology and Disability is the first comprehensive text providing a foundation for research and practice focusing on positive attributes of disability. The handbook’s introductory chapters introduce a paradigmatic change in how disability itself is understood, leading to the opportunity to focus research and practice regarding positive psychology’s emphasis on optimal human functioning to understand and support p…
Family Quality of Life
Family quality of life (FQOL) shares a mutual goal with positive psychology in its emphasis on strengths and the enhancement of well-being. This chapter reviews trends in family research related to family quality of life in the disability field and draws parallels with the positive psychology field in terms of a gradual evolution from a negative to a positive orientation. This evolutionary progress is highlighted in terms of reviewing current res…
A cross-cultural comparison of the self-determination construct in Italian and American adolescents
The functional theory of self-determination (fSDT) defines and operationalises self-determination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities. While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the cross-cultural comparabili…
The Agentic Self
This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research …
Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability
The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportu…
Age of Majority and Alternatives to Guardianship
Federal law requires that schools provide students receiving special education services and their parents/guardians with notice, 1 year before the student reaches the age of majority, that all of the educational rights previously afforded to the parents/guardians will transfer to the student once they reach the age of majority. During this “transfer-of-rights” period, educational professionals often advise parents/guardians to seek legal guardian…
From segregation to strengths
Author Michael Wehmeyer began his career in special education shortly after the passage of the 1975 Education for All Handicapped Children Act (which later became the Individuals with Disabilities Education Act, or IDEA). In those early days, he recounts, students with disability were mostly segregated from other children, and many of the adults who worked with them assumed they were uneducable. Since that time, the field has come a long way, and…
Using leadership to leverage ChatGPT and artificial intelligence for undergraduate and postgraduate research supervision
ChatGPT and other artificial intelligence (AI) and large language models (LLMs) have hit higher education by storm. Much of the research focuses on how this – and similar – tools can be leveraged for effective education of undergraduate coursework students. In this study, we explore the emerging benefits and limitations of ChatGPT and LLMs in the context of undergraduate and postgraduate research supervision. What we found was that psychological …
A Fourth Generation of Inclusive Education
Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes a fourth generation of inclusive practices th…
Psychology (14 works) · Social Psychology (10 works) · Disability Education and Employment (9 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Family and Disability Support Research (5 works) · Medicine (5 works) · Pedagogy (5 works) · Sociology (5 works) · Clinical Psychology (4 works)