Desenvolvimento de habilidades para a vida: promoção da autodeterminação em jovens com necessidades especiais
DOI:
https://doi.org/10.35362/rie630500Palavras-chave:
autodeterminação; Chile; deficiênciaResumo
A partir da promulgação, em 2010, da Lei 20.422, Lei Nacional de Deficiência (lnd), o Estado do Chile se compromete a promover a igualdade de oportunidades e a integração social dos chilenos com necessidades especiais, através de programas destinados a melhorar sua qualidade de vida, por meio da promoção de suas relações interpessoais, do desenvolvimento pessoal, da autodeterminação, da inclusão social e do exercício de seus direitos (lnd, 2010). O desafio para o Chile é o desenvolvimento de enfoques, modelos e programas que impulsionem estes objetivos.
O propósito da experiência que se descreve neste trabalho era conduzir oficinas que favorecessem a autodeterminação, componente principal da lnd. Os participantes eram jovens entre 8 e 14 anos com um transtorno de desenvolvimento, um facilitador grupal e o cuidador principal de cada participante. Nas oficinas, que se ministravam uma vez por semana durante dez semanas em três instituições diferentes da região do Bio-Bio, incluíram-se a introdução do conceito de escolha, a análise da importância de escolher e tomar decisões na vida diária, e a discussão de estratégias para a resolução de problemas, ademais do desenvolvimento da autodeterminação, através de atividades praticas dentro da comunidade. Os participantes concluíram que, ao praticar sua autodeterminação, sentiram-se mais seguros e confiados para participar em atividades na comunidade.
Como conclusão, propõe-se que experiências futuras deste tipo deveriam incluir programas de promoção da autodeterminação no currículo geral, assim como sua implementação na comunidade em que os indivíduos vivem.
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Referências
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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.
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.
Como Citar
Marfull-Jensen, M., Flanagan, T. D., & Ossa Cornejo, C. (2013). Desenvolvimento de habilidades para a vida: promoção da autodeterminação em jovens com necessidades especiais. Revista Ibero-Americana De Educação, 63, 19–33. https://doi.org/10.35362/rie630500
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2013-09-01
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