Habilidades de autodeterminación en estudiantes chilenos con discapacidad intelectual: Avanzando hacia una inclusión exitosa

Translated title of the contribution: Self-determination skills in chilean students with intellectual disabilities: Moving towards successful inclusion

Izaskun Álvarez-Aguado, Vanessa Vega-Córdova, Karla Campaña-Vilo, Félix González-Carrasco, HERBERT GEORGE SPENCER GONZALEZ, Rodrigo Arriagada-Chinchón

Research output: Contribution to journalArticlepeer-review

Abstract

Self-determination has become a key construct to guarantee the principle of educational inclusion. The development of these skills, among other benefits, allows students with disabilities to encourage their participation in the ordinary curriculum and increase their skills for the development of an independent life. This study, through the application of the arc-inico Scale, evaluates the self-perceptions of 264 Chilean students with intellectual disabilities about their self-determination. The main results show low levels of self-determination and poor management of skills related to self-knowledge, the locus of internal control or self-defense. In addition, the severity of the disability or the type of educational establishment, are identified as incident factors in achieving this important goal. The analysis of the results, in the light of the literature, highlights the importance of reorienting the supports directed to these students and to propose formative programs that allow to work on these skills. In this way, it is possible to concretize in practice the principles that, according to the legislation, contribute to generating inclusive environments in the classrooms.

Translated title of the contributionSelf-determination skills in chilean students with intellectual disabilities: Moving towards successful inclusion
Original languageSpanish
Pages (from-to)369-393
Number of pages25
JournalRevista Colombiana de Educacion
Volume1
Issue number79
DOIs
StatePublished - Apr 2020
Externally publishedYes

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