Effect of teacher's training on enhancing self-determination among individuals with intellectual disability

Ahmad, Wasim; Thressiakutty, A. T.

doi:10.4103/ijsp.ijsp_118_17

Cited by 5 publications

(12 citation statements)

References 3 publications

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“…Many educators facilitate acquisition of self-determination by exposing students with disabilities to opportunities and risks early in their educational life, for example, by encouraging their involvement in IEPs (Ahmad & Thressiakutty, 2018;Banks, 2014;Getzel & Thoma, 2008;Hetherington et al, 2010;Test et al, 2004).…”

Section: Self-determinationmentioning

confidence: 99%

“…The philosophy of self‐determination includes empowerment, self‐advocacy, and sensitivity to values (Deci & Ryan, 2008). Therefore, self‐determination enables a person to engage in goal‐directed, self‐regulated behavior (Ahmad & Thressiakutty, 2018; Millen et al, 2019). It is comprised of self‐awareness, decision making, and goal exploration, as well as self‐monitoring and self‐involvement (Banks, 2014; Test et al, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Self‐involvement is the ability to describe one's disabilities, strengths, legal rights, and present level of performance (Test et al, 2004). Although these components are vital for successful schooling and postsecondary outcomes (Ahmad & Thressiakutty, 2018), several students with disabilities lack opportunities to fully develop their self‐determination (Test et al, 2004) because educators misjudge their abilities and assign them to placements in less challenging and segregated learning spaces where they are often held to low expectations (Agran et al, 2020; Borozinets et al, 2018; Danforth, 2014; Morningstar et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Successful postschool outcomes depend on student involvement in the IEP process (Banks, 2014; Martin & Williams‐Diehm, 2013). A study conducted by Ahmad and Thressiakutty (2018) with individuals with intellectual disabilities revealed that self‐determination increased students’ success in achieving learning outcomes because students set their own goals and determined their work, which inspired their persistence in achieving their goals. Self‐determination is also linked to large and healthy networks for students with disabilities.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Dreaming college: Transition experiences of undergraduate students with disabilities

Ressa

2022

Psychology in the Schools

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Postsecondary education is one of the targeted outcomes for students with disabilities; however, few aspiring students with disabilities attend college, and fewer complete a degree program. The purpose of this qualitative study was to examine the perspectives of five undergraduate students with disabilities who attended college in the United States to identify factors (enablers) that facilitated successful transitions to college. Results suggest that participants’ self‐determination allowed them to manage the effects of their impairments and settings to reach their educational goals and participate in postsecondary education. The implication is that increased attention to inclusion, transitions, and postsecondary education competencies should begin early in the schooling process.

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Section: Self-determinationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Dreaming college: Transition experiences of undergraduate students with disabilities

Ressa

2022

Psychology in the Schools

View full text Add to dashboard Cite

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“…Learning and teaching self-determination can make a difference in people's lives [2] and improve their quality of life (QOL) [3][4]. The results obtained in the evaluation of self-determination, then, can be used to: promote a greater self-awareness in the subjects; build appropriate educational or professional projects based on needs; offer supports within the environment and evaluate already active programs [5][6]. self-regulation and self-advocacy.…”

Section: Introductionmentioning

confidence: 99%

Self Determination and Quality of Life: a Comparison of the Measurement Scales for Students with Intellectual Disabilities

Zappella

2019

JCAP

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Self-determination is a key concept to promote greater self-awareness in the subjects with disability, to build appropriate educational or professional projects and to evaluate the already active programs. Using PRISMA checklist, I selected articles from different databases (CINAHL, Medline, Psych INFO, Cochrane Library, ERIC, Scholar. The 9 evaluation measures identified are analyzed with respect to: choice of the points of view to be collected, domains, items and data collection methods. The results show that while some scales focus on autonomy, empowerment, self-realisation and self-regulation and others focus on knowledge, skills and abilities, attitudes and beliefs. Two instruments added also: opportunities and support. With respect to the choice of the points of view to be collected: in some cases the student’s opinion is collected but in other cases their point of view is integrated or replaced with that of teachers and parents. Only one tool is designed for all children and starts from the belief that self-determination is important for all people, including those with a disability. A third element of the analysis is the possibility of answering the questions posed by the various evaluation tools. A typical form is Likert scale while in other cases open questions are used. The analysis highlights two critical issues. The variety of definitions of self-determination is inevitably reflected in the choice of domains and items and therefore self-determination is only partially investigated. Secondly the opinion and people with disabilities are sometimes completed or replaced by that of third persons as parents and teachers. Starting from the analysis of existing instruments. the article closes with a reflection on the possibility of constructing a scale that considers all the aspects of self-determination offered in the literature (at the individual and environmental level) and collects the opinion of all the subjects involved in self-determination projects. This synthesis represents a first step in the construction of a possible universal scale starting from the analysis of the literature. A comparison would then be necessary with the students with intellectual disabilities, the family members and the other actors involved to understand which domains are really meaningful to them and to build indicators that correspond to the elements that are important to them. In this way we would have a tool capable of combining the point of view of literature with that of the people directly involved.

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Understanding of Behavioral Problems Among Young Persons with Intellectual Disability: A Self-Report

Ahmad¹,

Arun

Nazli³

et al. 2022

JNRP

Self Cite

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Background Behavioral problems among young persons with intellectual disabilities (IDs) are pronounced, and it has been of significant concern for field practitioners. Different investigators have used various techniques and methods to study behavioral problems among persons with intellectual disabilities. Objective The study was conducted to examine the concept of behavioral problems from persons with intellectual disabilities. Materials and Methods Persons with ID (n = 13) with DSM 5 diagnosis of mild ID (IQ: 50–69) in ages ranging from 16 to 27 years were selected. For the present study, the qualitative method using Focused Group Discussion (FGD) was used. Results The results suggest that persons with intellectual disabilities have an adequate understanding of their behavioral problems and can make efforts to control their anger and aggression. Conclusion The study's findings showed that persons with an intellectual disability did not have knowledge of only the concept of behavioral problems, but they also employed methods to overcome these behavioral problems. The community needs to be made aware of this to get better opportunities in community participation, thus helping them contribute to society.

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Effect of teacher's training on enhancing self-determination among individuals with intellectual disability

Cited by 5 publications

References 3 publications

Dreaming college: Transition experiences of undergraduate students with disabilities

Dreaming college: Transition experiences of undergraduate students with disabilities

Self Determination and Quality of Life: a Comparison of the Measurement Scales for Students with Intellectual Disabilities

Understanding of Behavioral Problems Among Young Persons with Intellectual Disability: A Self-Report

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