Life skills development: self-determination promotion in young people with disabilities
DOI:
https://doi.org/10.35362/rie630500Keywords:
self-determination; Chile; disabilityAbstract
From the enactment in law 20.422 2010, National Law on Disability (nld), the State of Chile is committed to promoting equal opportunities and social integration of Chileans with disabilities through programmes to improve their quality of life, through the promotion of their interpersonal relationships, personal development, self-determination social inclusion and the exercise of their rights (nld), 2010).The challenge for Chile is the development of approaches, models and programs that promote these goals.
The purpose of the experience described in this work was to lead workshops that favoured self-determination, main component of the nld). Participants were aged between 8 and 14 years with a disorder in the development, a group facilitator and primary caregiver of the participant.
The workshops, which are taught once a week for ten weeks in three different institutions from the Bío-Bío region, included the introduction of the concept of choice, the analysis of the importance of choosing and taking decisions in everyday life, and the discussion of strategies for solving problems, as well as the development of self-determination through practical activities within the community. Participants reported that as they practiced self-determination they felt more secure and confident to participate in activities in the community.
As conclusion arises that future experiences of this type should include programmes for the promotion of self-determination in the general curriculum as well as the implementation in the community in which individuals live.
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References
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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.
How to Cite
Marfull-Jensen, M., Flanagan, T. D., & Ossa Cornejo, C. (2013). Life skills development: self-determination promotion in young people with disabilities. Iberoamerican Journal of Education, 63, 19–33. https://doi.org/10.35362/rie630500
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Published
2013-09-01
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