By Dave Edyburn

When a person engages in self-directed learning, he or she (1) selects the topic, (2) decides when to start exploring, and (3) when to stop. Starting self-directed learning is related to a need. Ending a self-directed learning project is related to whether or not one has met the goal or achieved the outcome that one posed (Brockett & Hiemstra, 1991; Brookfield, 1990; Candy, 1990; Knowles, 1975).

To assist educators in engaging in self-directed professional development, the purpose of this web page is to identify multiple starting points for learning about selected topics in special education technology. Exploratory resources are identified by expertise level: novice (apprentice), confident user (journeyperson), and expert (master).

On the following pages, readers will find resources for learning about the following ten topics:

• Learning to Use New Technologies<br/> • Web Accessibility<br/> • Assistive Technology and the IEP<br/> • Instructional Planning<br/> • Universal Design for Learning<br/> • Reading in the Content Areas<br/> • Writing<br/> • Math<br/> • Trends and Issues<br/> • Evidence-based Practice

Enjoy the learning experience you design for yourself!


Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research and practice. London: Routledge.

Brookfield, S.D. (1990). The skillful teacher. San Francisco: Jossey-Bass.

Candy, P.C. (1990). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.

Knowles, M.S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.



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