Self-determination in reference to individuals with intellectual disabilities has only recently been taken up as a research domain in Greece. The consequence is a lack of research data and educational approaches in the Greek Special Education System on this issue. The study described in this paper is based on the theory of self-determination as supported from the Normalization Principle and the Empowerment Act. The diagnostic and final evaluation of the essential characteristics of self-determination for individuals with intellectual disability was conducted through the Arc’s Self Determination Scale (Wehmeyer, 1995) as it was adapted for the Greek population. A main aim of the study was the enhancement of self-determination in a group of young adults with intellectual disability, who attended a Center for Individuals with Intellectual Disability in Greece. The results of the study show that a) with the necessary adaptations the Arc’s Self Determination Scale can serve as an assessment and intervention basis and b) the introduced educational design and implementation can serve as a curricular basis for the instruction of self-determination of individuals with intellectual disability. Results are discussed in terms of their implications for the organization of respective programs in the Greek and other similar educational settings.
|Keywords:||Self-determination, Curriculum, Educational Program, Intellectual Disability|
Lecturer of Special Education, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
Assistant Professor in Instructional Methodology for Students with Special Needs, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
University of Macedonia, Thessaloniki, Greece
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