Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs.

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL Education and Training in Autism and Developmental Disabilities Pub Date : 2012-01-01

Maria Gomez-Vela, Miguel Angel Verdugo, Francisca Gonzalez Gil, Marta Badia Corbella, Michael L Wehmeyer

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Abstract

The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disability and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n=171) presented SEN, specifically learning disabilities (n=97; 26.2%), borderline and intellectual disability with higher IQ scores (n=43; 11.6%) and mild intellectual disability (n=32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc's Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed.

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西班牙智障学生和其他教育需要的自我决定评估。

本研究的目的是评估西班牙高中智障及其他特殊教育需要学生的自我决定。共有371名11至17岁的学生参加了这项研究。其中46.4% (n=171)表现为特殊学习障碍，特别是学习障碍(n=97;26.2%)，边缘和智力残疾患者智商较高(n=43;11.6%)和轻度智力残疾(n=32;8.6%)。其余没有特殊学习障碍的学生组成了对照组。评估使用翻译和验证的西班牙语版本的Arc的自决量表(Wehmeyer, 1995)。该测量具有适当的心理测量特性。有特殊智力障碍的学生比没有特殊智力障碍的学生获得的分数要低得多。然而，在特殊智力障碍的类型或更具体地说，在智力障碍的存在方面没有发现差异。讨论了研究结果的教育意义。

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来源期刊

Education and Training in Autism and Developmental Disabilities Multiple-

CiteScore

1.40

自引率

10.00%

发文量

期刊介绍： Education and Training in Autism and Developmental Disabilities focuses on the education and welfare of persons autism spectrum disorder, intellectual disability, and developmental disabilities. ETADD invites research and expository manuscripts and critical review of the literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, rehabilitation, prevention, community understanding and provisions, and legislation.