A Longitudinal Investigation of Self-Determination among Young ...
A Longitudinal Investigation of Self-Determination among Young Adults with Intellectual Disabilities - Preliminary Discussion Ross Whiting & Moira Kirby ABSTRACT Research has demonstrated that possessing self-determination can have positive influences on an individual’s life. The development of self-determination, beginning in primary and secondary education, can be reinforced through postsecondary opportunities. This study features three components used to analyze the promotion of selfdetermination among students enrolled in the Academy for Adult Learning (AAL) program at Temple University. First, primary participants will work with researchers during the first four weeks of AAL seminar sessions to develop secondary research questions related to self-determination. Second, the ARC selfdetermination scale will be used to collect quantitative data on self-determination from students at three points during the study, and third, classroom observations will be used to describe the specific interactions in which self-determination is supported or stymied in the classroom.
Phase 1 – Participatory Research By empowering individuals to make decisions regarding their employment, living arrangements, and everyday tasks the barriers to inclusion are challenged. To increase this inclusion, this research project will invite participants to contribute to the development of secondary research questions. Participatory research is designed to empower individuals with disabilities to have a voice in the research process.
Participatory Research
Self-Determination
Self-Regulation
Autonomy
Self-Regulation *
SelfRealization
Connor – “…I want to, like, I want to see my goals in my head and break it down how I’m going to achieve that goal or this goal, and I think Temple could help me improve on [setting] goals.” Felicia – “…if you achieve [your goal] you’re on your way there!”
Psychological Empowerment SelfDetermination
Wehmeyer, Micheal L., Kelchner, Kathy & Richards, Sandy (1996)
REFERENCES Bigby, C., Frawley, P., & Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27(1), 3- 12. doi:10.1111/jar.12083 Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self‐determination of adults with intellectual disability as an outcome of moving to community‐based work or living environments. Journal of Intellectual Disability Research, 45(5), 371-383. . The impact of personal characteristics of people with intellectual and developmental disability on selfdetermination and autonomous functioning. Journal of Applied Research in Intellectual Disabilities, 16(4), 255265. doi:10.1046/j.1468-3148.2003.00161.x Wehmeyer, Micheal L., Kelchner, Kathy & Richards, Sandy. (1996). Essential characteristics of self determined behavior of individuals with mental retardation. American Journal on Mental Retardation, 100(6), 632-642.
Psychological Empowerment Felicia – “we have to think about what we want to do with ourselves, our college careers, it’s a big step.” Quinton – “…problem solving…encouragement, solving problems without no drama.” Rodger – “…you’re sad, angry, stressed out…you need to be able to solve it. You can’t get sad, and bitter.”
Phase 1 – Participatory Research By empowering individuals to make decisions regarding their employment, living arrangements, and everyday tasks the barriers to inclusion are challenged. To increase this inclusion, this research project will invite participants to contribute to the development of secondary research questions. Participatory research is designed to empower individuals with disabilities to have a voice in the research process.
Participatory Research
Self-Determination
Self-Regulation
Autonomy
Self-Regulation *
SelfRealization
Connor – “…I want to, like, I want to see my goals in my head and break it down how I’m going to achieve that goal or this goal, and I think Temple could help me improve on [setting] goals.” Felicia – “…if you achieve [your goal] you’re on your way there!”
Psychological Empowerment SelfDetermination
Wehmeyer, Micheal L., Kelchner, Kathy & Richards, Sandy (1996)
REFERENCES Bigby, C., Frawley, P., & Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27(1), 3- 12. doi:10.1111/jar.12083 Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self‐determination of adults with intellectual disability as an outcome of moving to community‐based work or living environments. Journal of Intellectual Disability Research, 45(5), 371-383. . The impact of personal characteristics of people with intellectual and developmental disability on selfdetermination and autonomous functioning. Journal of Applied Research in Intellectual Disabilities, 16(4), 255265. doi:10.1046/j.1468-3148.2003.00161.x Wehmeyer, Micheal L., Kelchner, Kathy & Richards, Sandy. (1996). Essential characteristics of self determined behavior of individuals with mental retardation. American Journal on Mental Retardation, 100(6), 632-642.
Psychological Empowerment Felicia – “we have to think about what we want to do with ourselves, our college careers, it’s a big step.” Quinton – “…problem solving…encouragement, solving problems without no drama.” Rodger – “…you’re sad, angry, stressed out…you need to be able to solve it. You can’t get sad, and bitter.”
