The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH

Autor/inn/en	Strater, Kate E.; Elfers, Erin M.
Titel	The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH
Quelle	In: AILACTE Journal, 16 (2019), S.45-66 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Young Adults; Intellectual Disability; Self Determination; Internship Programs; Barriers; Interpersonal Communication; Interpersonal Competence; Work Environment; Job Skills; Skill Development; Self Control; Emotional Response; Self Concept; Interaction; Teaching Methods; Kentucky + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Selbstbestimmung; Berufspraktische Ausbildung; Interpersonale Kommunikation; Interpersonale Kompetenz; Arbeitsmilieu; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbeherrschung; Emotionales Verhalten; Selbstkonzept; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Obstacles encountered by young adults with intellectual disability (ID) during the transition from high school to post-school employment have great potential to limit an individual's opportunity and/or capacity for self-determination with regard to employment. This qualitative study examines the challenges to self-determination experienced by a group of nine interns with ID during a one-year Project SEARCH internship program in a Kentucky distribution center. Through field observations, interviews, photographs, goal-reporting, and administration of the "AIR Self-Determination Scale," challenges to self-determination were identified. These included challenges related to communication; social competence in the workplace; work skill development; emotional regulation; and seeing oneself outside of the current work experience. Workplace interactions, experiences, instructional strategies, and individualized supports were implemented collaboratively among interns, supervisors, co-workers, instructor, and employment specialist during the program year. As a result, interns demonstrated positive growth and development in the characteristics of self-determined people related to the identified challenges. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01