Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

Abstract

Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.

Transition to independent living: Signs of self‐determination in the discussions of Mexican students with intellectual disability

“…The findings presented below come from a larger research project. Its objectives were to explore the students’ self‐determination experiences, and investigate how self‐determination could be co‐constructed through dialogue between students, peers and teachers (see Rubio‐Jimenez & Kershner, 2020). This project was developed as an educational intervention that prompted reflection by students and researchers in relation to the students’ transition to adulthood.…”

“…Consistent with the interactive nature of self‐determination, the volition and agency on which self‐determination is based can be promoted or hindered in the students’ interaction with other agents (Rubio‐Jimenez & Kershner, 2020). In this framework, dialogue gains importance.…”

“…Environments also play an essential role in promoting self‐determination (Abery & Stancliffe, 2003). Therefore, self‐determination can be seen to exist in the interaction of people's intentions and conscious choices with a supportive context of opportunities and encouragement (Rubio‐Jimenez & Kershner, 2020). Several interventions have aimed to promote students’ participation in their transition process to enhance their self‐determination (e.g.…”

“…informative feedback, follow‐up questions). In this interaction, opportunities arise that can promote or hinder students’ self‐determination (Rubio‐Jimenez & Kershner, 2020).…”

aproximación dialógica al estudio de la autodeterminación de adutos jóvenes con la discapacidad intelectual

“…Por el contrario, los estudios sobre la autodeterminación en personas con discapacidad intelectual tienden a seguir enfoques individualistas y a estudiar el desarrollo de habilidades determinadas (Burke et al, 2018). A esto le sumamos que la voz de las personas con discapacidad intelectual es escasa, de forma alarmante, en los estudios relativos a su autodeterminación (Rubio-Jiménez, 2021).…”