Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and Other Educational Needs

Autor/inn/en	Gomez-Vela, Maria; Alonso, Miguel Angel Verdugo; Gonzalez, Francisca Gil; Corbella, Marta Badia; Wehmeyer, Michael L.
Titel	Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and Other Educational Needs
Quelle	In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 1, S.48-57 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Foreign Countries; Self Determination; Student Behavior; High School Students; Special Needs Students; Learning Disabilities; Slow Learners; Mild Mental Retardation; Age Differences; Gender Differences; Personal Autonomy; Empowerment; Self Actualization; Measures (Individuals); Spain + Suchen Sie Ihr Suchwort? Ausland; Selbstbestimmung; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung; Slow learning; Langsames Lernen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Individuelle Autonomie; Self actualisation; Selbstverwirklichung; Messdaten; Spanien
Abstract	The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disabilities and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n = 171) presented SEN, specifically learning disabilities (n = 97; 26.2%), borderline and intellectual disability with higher IQ scores (n = 43; 11.6%) and mild intellectual disability (n = 32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc's Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10