Self-Determination and Choice

Wehmeyer, Michael L.; Abery, Brian H.

doi:10.1352/1934-9556-51.5.399

Cited by 159 publications

(85 citation statements)

References 43 publications

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“…These included disability type (1 = special education category of autism, 0 = no autism), as well as communication mode, challenging behaviors, functional abilities, and support needs. However, our primary interest was in the predictive value of two measures of personal traits (i.e., self-determination, character strengths) and two measures of personal connection and support (i.e., involvement in out-of-school activities, strength of religious faith) that have received less attention in the transition literature (Koenig et al 2012;Mahoney et al 2006;Proctor et al 2011;Wehmeyer and Abery 2013).…”

Section: Predictor Variablesmentioning

confidence: 99%

“…For example, positive character strengths such as hope, optimism, courage, and empathy have been linked to broad measures of life satisfaction for young adults (Proctor et al 2011;Shogren et al 2006). Similarly, a person's capacity to be self-determining has been linked to a range of positive post-school outcomes for young people with disabilities (see Wehmeyer and Abery 2013).…”

Section: Introductionmentioning

confidence: 99%

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Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Biggs

Carter

2015

J Autism Dev Disord

105

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We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research.

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Section: Predictor Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Biggs

Carter

2015

J Autism Dev Disord

105

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“…O conceito de Autodeterminação refere-se ao conjunto de comportamentos e habilidades que dotam as pessoas da capacidade de serem os principais agentes causais da sua própria vida, fazendo escolhas e tomando decisões, tendo em conta a sua qualidade de vida, livre de interferência ou influência externa (Wehmeyer & Abery, 2013). Ser autodeterminado é assumir as próprias ações no mais alto nível de reflexão.…”

Section: Introductionunclassified

“…A crescente ênfase no conceito de autodeterminação do movimento de autodefesa dos indivíduos com incapacidade, associada à crença de que os indivíduos com DI não possuem as competências que se estendem para além da tomada de decisões simples (Wehmeyer & Abery, 2013) contribuiu para o desenvolvimento de modelos teóricos empiricamente validados da autodeterminação e para a criação de instrumentos com base teórica sustentada, para a avaliação e promoção de comportamentos autodeterminados das pessoas com DI ao longo das suas vidas (Verdugo, Vicente, Fernández-Pulido, Gomez-Vela, Wehmeyer, & Guillén, 2015).…”

Section: Introductionunclassified

Promoção da autodeterminação em alunos com necessidades educativas especiais: treino vocacional na comunidade

Melo¹,

Neves²,

Antunes

2017

R Est Inv Psico y Educ

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ResumoO presente estudo de investigação-ação pretendeu implementar um programa de atividades na comunidade com três alunos de catorze anos, com Necessidades Educativas Especiais, que beneficiam do decreto-lei 3/2008, artigo 21º -Currículo Específico Individual e frequentavam o oitavo ano de escolaridade. Pretendeu ser um estudo piloto partindo da seguinte premissa: a autodeterminação de alunos com NEE que beneficiam de Currículo Específico Individual poderá melhorar com a promoção de atividades de treino vocacional na comunidade. Para avaliar a autodeterminação dos sujeitos utilizou-se o "The Arc 'Self Determination Scale", of Wehmeyer, na sua versão portuguesa e adaptada à população-alvo. Os resultados obtidos indiciam que a participação dos alunos em atividades de treino vocacional na comunidade contribuiu para promover uma melhoria significativa do nível de autodeterminação estimulando a resiliência para a transição para a Vida pós-escolar. Palavras-chave: Educação Especial, Autodeterminação, Alunos com Currículo Específico Individual, Transição para a vida pós-escolar. AbstractThis investigation action-research study aimed implementing a programme with activities in the community with three students with fourteen years old. These students with Special Needs are included in the decreto-lei 3/2008, art. 21º -Specific Individual Curriculum and attend the 8th grade. It aims to be a pilot study that begins with the goal: the self-determination with Special Needs Specific Individual Curriculum will improve with promoting vocational training with activities in the community? The intervention use's "The Arc 'Self Determination Scale", of Wehmeyer, adapted to the target population. The results indict that the students participation in the vocational training activities in the community contributed to promote a significant improvement to the level of self-determination stimulating the resilience transition to Life after school.

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“…Our explanation of self-determination is based on Wehmeyer's functional theory of self-determination (Wehymer, Abery, & Stancliffe, 2003) that is based on the notion that individuals who have the ability to use self-determination actively control their behavior (Wehmeyer & Abery, 2013). Wehmeyer (2005) notes that self-determination involves purposeful actions that result in specific consequences, and describes individuals capable of practicing self-determination as causal agents (Wehmeyer, 1992, Wehmeyer, 2005, Wehmeyer & Abery 2013. In other words, individuals who practice self-determination purposefully act in ways to achieve specific goals and outcomes.…”

Section: Introductionmentioning

confidence: 99%