A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment of goal set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources vs. online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI in secondary schools, with kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of interrater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described.

旨在促进自决的干预措施的主要教学重点是自定学习模型（SDLMI），旨在让学生参与学习以设定目标，确定行动计划并评估他们的表现。但是，对于学生如何定义目标达成的结果，或学生和教师在包容性普通教育课程中使用SDLMI达成目标设定的程度的了解甚少。这项研究调查了SDLMI的纵向，成簇随机对照试验的第一学期，学生和老师对目标达成程度的评估之间的关系，以及学生残疾状况和教师对实施SDLMI的支持的影响（即在线资源）与在线资源+面对面的指导）。研究结果表明，在中学SDLMI期间，让残疾学生和非残疾学生参与评估他们的目标达成过程的可行性，Kappa分析表明，如果给予学生和老师之间至少部分同意的学分，那么会有相当多的人同意使用常规解释标准。然而，重要的是，关于学生（即残疾状态）和教师因素（即教师实施支持）对目标达成结果的影响得出的结论受目标成就的学生或教学评级是否被用来衡量结果的影响。描述了对未来研究和实践的影响。