Desarrollo de habilidades para la vida: promoción de la autodeterminación en jóvenes con discapacidad
DOI:
https://doi.org/10.35362/rie630500Palabras clave:
autodeterminación; Chile; discapacidadResumen
A partir de la promulgación en 2010 de la Ley 20.422, Ley Nacional de Discapacidad (lnd), el Estado de Chile se compromete a promover la igualdad de oportunidades y la integración social de los chilenos con discapacidad a través de programas destinados a mejorar su calidad de vida, por medio de la promoción de sus relaciones interpersonales, el desarrollo personal, la autodeterminación, la inclusión social y el ejercicio de sus derechos (lnd, 2010). El desafío para Chile es el desarrollo de enfoques, modelos y programas que impulsen dichos objetivos.
El propósito de la experiencia que se describe en este trabajo fue conducir talleres que favorecieran la autodeterminación, componente principal de la lnd. Los participantes fueron jóvenes entre 8 y 14 años con un trastorno en el desarrollo, un facilitador grupal y el cuidador principal del participante. En los talleres, que se dictaban una vez por semana durante diez semanas en tres instituciones diferentes de la región del Bío-Bío, se incluyeron la introducción del concepto de elección, el análisis de la importancia de elegir y tomar decisiones en la vida diaria, y la discusión de estrategias para la resolución de problemas, además del desarrollo de la autodeterminación a través de actividades prácticas dentro de la comunidad. Los participantes reportaron que al practicar su autodeterminación se sintieron más seguros y confiados para participar en actividades en la comunidad.
Como conclusión se plantea que experiencias futuras de este tipo deberían incluir programas de promoción de la autodeterminación en el currículo general así como su implementación en la comunidad en la cual los individuos viven.
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Wehmeyer, M. L. y Schwartz, M. (1998). «The relationship between self-determination and quality of life for adults with mental retardation». Education and Training in Mental Retardation and Developmental Disabilities, 33(1), pp. 3-12. Disponible en: https://kuscholarworks.ku.edu/dspace/f.
Wolfe, P. S., Ofiesh, N. S. y Boone, R. B. (1996). «Self-advocacy preparation of consumers with disabilities: A national perspective of ada training efforts». Journal of the Association for Persons with Severe Handicaps, 21(2), pp. 81-87. Disponible en: http://tash.org/about/publications/.
Zhang, D. y Benz, M. R. (2006). «Enhancing self-determination of culturally diverse students with disabilities: Current status and future directions». Focus on Exceptional Children, 38(9), pp. 1-12.
Zhang, D. y otros (2006). «Self-determination: How students learn to live». Principal Leadership, 6(9), pp. 28-34.
Zhang, D. y otros (2010). «Culturally diverse parents’ perspectives on self-determination». Education and Training in Autism and Developmental Disabilities, 45(2), pp. 175-186. Disponible en: http://daddcec.org/Portals/0/CEC/Autism_Disabilities/
Zhang, D., Wehmeyer, M. L. y Chen, L. (2005). «Parent and teacher engagement in fostering the self-determination of students with disabilities: A comparison between the United States and the Republic of China». Remedial and Special Education, 26(1), pp. 55-64.
Agran, M., Blanchard, C. y Wehmeyer, M. L. (2000). «Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction». Education and Training in Mental Retardation and Developmental Disabilities, 2000, 35(4), pp. 351-364. Disponible en: www.nytransition.net/data/a12.pdf
Algozzine, B. y otros (2001). «Effects of interventions to promote self-determination for individuals with disabilities». Review of Educational Research, 71(2), pp. 219-277.
Cantley, P., Little, K. y Martin, J. (2010). ME! Lessons for teaching self-awareness and self-advocacy. Norman, ok: University of Oklahoma, Zarrow Center. Disponible en: http://www.ou.edu/content/education/.
Field, S. y Hoffman, A. (2002). «Preparing youth to exercise self-determination: Quality indicators of school environments that promote the acquisition of knowledge, skills, and beliefs related to self-determination». Journal of Disability Policy Studies, 13(2), pp. 114-119.
Field, S. y otros (1998). A practical guide to teaching self-determination. Reston, va: Council for Exceptional Children. Disponible en: http://files.eric.ed.gov/fulltext/ED442207.pdf.
Ine/fonadis (Instituto Nacional de Estadísticas y Fondo Nacional de la Discapacidad) (2004). Primer estudio nacional de la discapacidad en Chile. Disponible en: www.ine.cl/canales/chile_estadistico/encuestas_discapacidad/discapacidad.php.
Hoffman, A. y Field, S. (2005). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Austin, tx: Pro Ed.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviours, institutions, and organizations across nations (2.ª ed.). Thousand Oaks, ca: Sage.
Hofstede, G. (s. a). Chile. Disponible en: http://geert-hofstede.com/chile.html.
Hofstede, G., Hofstede, G. J. y Minkov, M. (2010). Cultures and organizations: Software of the mind. Nueva York, ny: McGraw Hill.
Imtyler.org. (s. a.). I’m Tyler [video]. Disponible en www.imtyler.org.
Karr, V. L. (2011). «A life of quality: Informing the un Convention on the Rights of Persons with Disabilities (uncrpd)». Journal of Disability Policy Studies, 22(2), pp. 67-82.
Ley Nacional de Discapacidad (lnd) Ley n.º 20.422. Establece normas sobre igualdad de oportunidades e inclusión social de personas con discapacidad (2010, 10 de febrero). bcnc. Disponible en: http://www.bcn.cl.
McDougall, J., Evans, J. y Baldwin, P. (2010). «The importance of self-determination to perceived quality of life for youth and young adults with chronic conditions and disabilities». Remedial and Special Education, 31(4), pp. 252-260.
Mithaug, D. E. (1998). «Your right, my obligation?». Journal of the Association for Persons with Severe Handicaps, 23, 41-43. Retrieved from http://tash.org/about/publications/
Nota, L. y otros (2007). «Self-determination, social abilities, and the quality of life of people with intellectual disability». Journal of Intellectual Disability Research, 51(11), pp. 850-865.
Schalock, R. L. (2005). «Introduction and overview». Journal of Intellectual Disability Research, 110(4), 695-698.
Schalock, R. L y Verdugo, M. A. (2003). Calidad de vida: Manual para profesionales de la educación, salud y servicios sociales. Madrid: Alianza.
Test, D. W. y Neale, M. (2004). «Using the self-advocacy strategy to increase middle graders’ iep participation». Journal of Behavioral Education, 13(2), pp. 135-145.
Tov, W. y Diener, E. (2010). «Culture and subjective well-being», en E. Diener y otros (eds.), Culture and Well-Being: the Collected Works of Ed Diener (pp. 9-41). Nueva York, ny: Springer.
Trainor, A. (2002). «Self-determination for students with learning disabilities: is it a universal value?». International Journal of Qualitative Studies in Education, 15(6), pp. 711-715.
Trainor, A. (2005). «Self-determination perceptions and behaviors of diverse students with ld during the transition planning process». Journal of Learning Disabilities, 38(3), pp. 233-249.
Turnbull, A. P. y Turnbull, H. R. (2001). «Self-determination for individuals with significant cognitive disabilities and their families». Journal of the Association for Persons with Severe Handicaps, 26(1), pp. 56-62. Disponible en: http://vnweb.hwwilsonweb.com/hww/.
Wehmeyer, M. L. (1996). «Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities?», en D. Sands y M. Wehmeyer (eds.), Self-determination across the life span (pp. 17-36). Baltimore, ma: Paul H. Brookes.
Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. Nueva York, ny: The Gilford Press.
Wehmeyer, M. L. (2008). Whose future is it anyway? Norman, ok: University of Oklahoma, Zarrow Center. Disponible en: http://www.ou.edu/content/education/centers-is-it-anyway.html.
Wehmeyer, M. L. y Palmer, S. B. (2003). «Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination». Education and Training in Developmental Disabilities, 38(2), pp. 131-144. Disponible en: http://kuscholarworks.ku.edu/dents.pdf.
Wehmeyer, M. L. y Schwartz, M. (1998). «The relationship between self-determination and quality of life for adults with mental retardation». Education and Training in Mental Retardation and Developmental Disabilities, 33(1), pp. 3-12. Disponible en: https://kuscholarworks.ku.edu/dspace/f.
Wolfe, P. S., Ofiesh, N. S. y Boone, R. B. (1996). «Self-advocacy preparation of consumers with disabilities: A national perspective of ada training efforts». Journal of the Association for Persons with Severe Handicaps, 21(2), pp. 81-87. Disponible en: http://tash.org/about/publications/.
Zhang, D. y Benz, M. R. (2006). «Enhancing self-determination of culturally diverse students with disabilities: Current status and future directions». Focus on Exceptional Children, 38(9), pp. 1-12.
Zhang, D. y otros (2006). «Self-determination: How students learn to live». Principal Leadership, 6(9), pp. 28-34.
Zhang, D. y otros (2010). «Culturally diverse parents’ perspectives on self-determination». Education and Training in Autism and Developmental Disabilities, 45(2), pp. 175-186. Disponible en: http://daddcec.org/Portals/0/CEC/Autism_Disabilities/
Zhang, D., Wehmeyer, M. L. y Chen, L. (2005). «Parent and teacher engagement in fostering the self-determination of students with disabilities: A comparison between the United States and the Republic of China». Remedial and Special Education, 26(1), pp. 55-64.
Cómo citar
Marfull-Jensen, M., Flanagan, T. D., & Ossa Cornejo, C. (2013). Desarrollo de habilidades para la vida: promoción de la autodeterminación en jóvenes con discapacidad. Revista Iberoamericana De Educación, 63, 19–33. https://doi.org/10.35362/rie630500
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01-09-2013
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