Self-Determination of People with Intellectual Disabilities in Independent Living and Quality of Life (original) (raw)
Conferencii
Self-determination means the possibility of each person to determine its actions and actions without external constraints. Independent living for people with disabilities is described by the concept of self-determination, autonomy, self-regulating, psychological empowerment and self-realization to be their key features. On the other hand, independent living and self-protecting behavior enhance internal motives, goals and aspirations of people with disabilities regardless of external inhibitors. In the development of self-determination, in childhood, family and school play, children of the typical population, while children with disabilities, the degree of disability, age, leaf, social skills, etc. emerge in key factors.
Related papers
Characteristics of Self-Determination of Students with Disabilities
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2017
The article describes the psychological characteristics of students with disabilities. Their individual psychological characteristics are identified and they indicate the existence of effective models of interactions with their social environment, adequate self-acceptance, enough active life philosophy in such students. The article determines that such personality formations as life goals, personal autonomy, desire for personal growth, self-confidence are the most important for the development of self-determination of students with disabilities.
Levels of self-determination in the ageing population with intellectual disabilities
British Journal of Learning Disabilities, 2021
• This study looks at the levels of self-determination of people with intellectual disabilities aged 45 years or more. • Self-determination involves skills to help make things they want happen in their own lives. • In people with intellectual disabilities over 45, self-advocacy and self-awareness skills could be strengthened. • Age, place of residence and support received by people with intellectual disabilities over 45, are some of the things that influence their self-determination.
Self-determination is a key concept to promote greater self-awareness in the subjects with disability, to build appropriate educational or professional projects and to evaluate the already active programs. Using PRISMA checklist, I selected articles from different databases (CINAHL, Medline, PsychINFO, Cochrane Library, ERIC, Scholar. The 9 evaluation measures identified are analyzed with respect to: choice of the points of view to be collected, domains, items and data collection methods. The results show that while some scales focus on autonomy, empowerment, self-realisation and self-regulation and others focus on knowledge, skills and abilities, attitudes and beliefs. Two instruments added also: opportunities and support. With respect to the choice of the points of view to be collected: in some cases the student's opinion is collected but in other cases their point of view is integrated or replaced with that of teachers and parents. Only one tool is designed for all children and starts from the belief that self-determination is important for all people, including those with a disability. A third element of the analysis is the possibility of answering the questions posed by the various evaluation tools. A typical form is Likert scale while in other cases open questions are used. The analysis highlights two critical issues. The variety of definitions of self-determination is inevitably reflected in the choice of domains and items and therefore self-determination is only partially investigated. Secondly the opinion and people with disabilities are sometimes completed or replaced by that of third persons as parents and teachers. Starting from the analysis of existing instruments. the article closes with a reflection on the possibility of constructing a scale that considers all the aspects of self-determination offered in the literature (at the individual and environmental level) and collects the opinion of all the subjects involved in self-determination projects. This synthesis represents a first step in the construction of a possible universal scale starting from the analysis of the literature. A comparison would then be necessary with the students with intellectual disabilities, the family members and the other actors involved to understand which domains are really meaningful to them and to build indicators that correspond to the elements that are important to them. In this way we would have a tool capable of combining the point of view of literature with that of the people directly involved.
Self-Determination in People with Intellectual Disability: The Mediating Role of Opportunities
International Journal of Environmental Research and Public Health
The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one’s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indi...
Intellectual disability and the interdependent expression of self-determination
2013
The expression ofself-detennination is not an act ofindependence, but an expression ofcausal agency in an interdependent environment. For a person with an intellectual disability, selfdetennination is expressed through interactions with a suppofi network often comprised of farnily, friends and paid staff. This study exarnines self-detennination in the context of relationships between people with intellectual disabilities and the staff paid to support them. The theoretical guide for tliis enquiry incorporates a social model of disability that lecognizes impairment; interpreted through the lens of interdependence and the feminist ethics of care. Data wele collected through semi-stmctuled interuiews with two relationship groups cornprised of a person with an intellectual disability and the staff supporting thern. People being supporled were recruited first, and they were asked to recruit staff. The findings reveal decision making domains and processes, as well as relationship character...
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.