Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básicoestado de la cuestión
- 1 Instituto de Cultura y Sociedad, Departamento de Educación. Universidad de Navarra
ISSN: 2340-5104
Any de publicació: 2013
Volum: 1
Número: 1
Pàgines: 97-117
Tipus: Article
Altres publicacions en: Revista Española de Discapacidad (REDIS)
Resum
Los resultados de la investigación sugieren que la autodeterminación es una de las variables que determina, en parte, la calidad de vida de las personas con discapacidad intelectual y su reconocimiento como miembros de pleno derecho. Este artículo presenta una síntesis de las principales ideas acerca de este constructo: factores que posibilitan el origen y desarrollo de este movimiento, modelos conceptuales, instrumentos de evaluación y sugerencias para la intervención. Para ello, se ha realizado una exhaustiva revisión de la literatura más significativa al respecto. Los esfuerzos dirigidos a promover este derecho básico nos permiten afirmar que la autodeterminación ha dejado de ser un deseo para pasar a ser una realidad.
Referències bibliogràfiques
- Abery, B. y Stancliffe, R.J. (2003a): “A tripartite- ecological theory of self-determination”, en Wehmeyer, M.L. et al. (coords.), Theory in Self- determination. Foundations for Educational Practice, Springfield: Charles C. Thomas.
- Abery, B. (2003b): “An ecological theory of self- determination: Theoretical foundations”, en Wehmeyer, M.L. et al. (coords.), Theory in Self- determination. Foundations for Educational Practice, Springfield: Charles C. Thomas.
- Abery, B. y Zajac, R. (1996): “Self-determination as a goal of early childhood and elementary education”, en Sands, D.J. y Wehmeyer, M.L. (coords.), Self-determination across the Life Span. Independence and Choice for People with Disabilities, Baltimore: Paul H. Brookes Publishing.
- Abery, B., et al. (2000): Minnesota Self- determination Scales, Minnesota: Institute on Community Integration of the University of Minnesota.
- Abery, B., et al. (1995): “Evaluating a multicomponent program for enhancing the self-determination of youth with disabilities”, Intervention in School and Clinic, 30 (3): 170- 179.
- Abery, B. et al. (1994): Self-determination for Youth with Disabilities. A Family Education Curriculum, Minnesota: Institute on Community Integration of the University of Minnesota.
- Agran, M., et al. (2008): “Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination”, Career Development for Exceptional Individuals, 31, 106-114.
- Algozzine, B., et al. (2001): “Effects on interventions to promote self-determination for individuals with disabilities”, Review of Educational Research, 71 (2): 219-277.
- American Association on Intellectual and Developmental Disabilities (2010): Intellectual Disability: Definition, Classification and Systems of Support, 11ª ed., Washington, D.C.: American Association on Intellectual and Developmental Disabilities.
- Arellano, A. (2012): “El contexto familiar como apoyo a la autodeterminación de las personas con discapacidad intelectual. Estudio sobre sus cualidades según un enfoque centrado en la familia” [tesis doctoral inédita], Pamplona: Universidad de Navarra.
- Arteta, R. et al. (2012): Planificación centrada en la persona. Una guía práctica (en línea), <http:// issuu.com/anfasnavarra/doc>, acceso 3 de noviembre de 2012.
- ASPRONA (2002): La autodeterminación de las personas con discapacidad intelectual, Madrid: FEAPS.
- AZTEGUI (2009): Autodeterminación. Guía para el personal de apoyo, Madrid: FEAPS.
- Brotherson, M.J., et al. (2008): “Understanding self-determination and families of young children with disabilities in home environments”, Journal of Early Intervention, 31 (1): 22-43.
- Brown, I., et al. (2007): “Person-centered and family-centered supports”, en Brown, I. y Percy M. (coords.), A Comprehensive Guide to Intellectual and Developmental Disabilities, Baltimore: Paul H. Brookes.
- Calkins, C. et al. (2011): “Introduction to the special issue on scaling up efforts to promote the self-determination of people with developmental disabilities”, Exceptionality. A Special Education Journal, 19 (1): 2-5.
- Chambers, C.R., et al. (2007): “Self-determination: What do we know? Where do we go?”, Exceptionality, 15 (1): 3-15.
- Cobb, B., et al. (2009): “Self-determination for students with disabilities: A narrative metasynthesis”, Career Development for Exceptional Individuals, 32 (2): 108-114.
- Confederación Española de Organizaciones a favor de las Personas con Discapacidad Intelectual (2012): Manifiesto por la plena ciudadanía de las personas con discapacidad intelectual (en línea), <http://www.feaps.org/files/Manifiesto_ Ciudadania_19-10-12.pdf>, acceso 30 de octubre de 2012.
- Cook, C.C., et al. (2007): “Children with disabilities: Opportunities in the home environment”, Implications, 5 (12): 1-6. Davis, S. y Wehmeyer, M.L. (1991): Ten Steps to Independence: Promoting Self-Determination in the Home, Arlington: The Arc.
- Deci, E.L. y Chandler, C.L. (1986): “The importance of motivation for the future of the LD field”, Journal of Learning Disabilites, 23 (1): 587-594.
- Doss, B. y Hatcher, B. (1996): “Self-determination as a family affair: Parents’ perspectives on self- determination”, en Sands, D.J. y Wehmeyer, M.L. (coords.), Self-determination across the Life Span. Independence and Choice for People with Disabilities, Baltimore: Paul H. Brookes Publishing.
- Dykens, E. (2006): “Toward a positive psychology of mental retardation”, American Journal of Orthopsychiatry, 76 (2): 185-193.
- Erwin, E.J., et al. (2009): “How to promote self-determination for young children with disabilities: Evidenced-based strategies for early childhood practitioners and families”, Young Exceptional Children, 12 (2): 27-37.
- Fetterman, D.M. (1996): “Empowerment evaluation: An introduction to theory and practice”, en Fetterman, D.M. et al. (coords.), Empowerment Evaluation. Knowlegde and Tools for Self-assessment and Accountability, Thousand Oaks: Sage Publications.
- Field, S. y Hoffman, A. (2002): “Preparing youth to exercise self-determination: Quality indicators of school environments that promote the acquisition of knowledge, skills and beliefs related to self-determination”, Journal of Disability Policy Studies, 13 (2): 114-119.
- Field, S. (1996): Steps to Self-determination: A Curriculum to Help Adolescents Learn to Achieve their Goals. Instructor’s Guide, Austin: Pro-Ed.
- Field, S., et al. (1998a): A Practical Guide for Teaching Self-determination, Reston: The Council for Exceptional Children.
- Field, S., et al. (1998b): Self-determination Strategies for Adolescents in Transition, Austin: Pro-Ed.
- Finlay, W. y Lyons, E. (2001): “Methodological issues in interviewing and using self-report questionnaires with people with mental retardation”, Psychological Assessment, 13 (3): 319-335.
- Gómez-Vela, M., et al. (2012): “Assessment of the self-determination of Spanish students with intellectual disabilities and other educational needs”, Education and Training in Autism and Developmental Disabilities, 47 (1): 48-57.
- Heller, T., et al. (2011): “Self-determination across the life span: Issues and gaps”, Exceptionality. A Special Education Journal, 19 (1): 31-45.
- Hoffman, A. y Field, S. (2006): Steps to Self- determination. A Curriculum to Help Adolescents Learn to Achieve their Goals, 2ª ed., Austin: Pro-Ed.
- Hoffman, A., et al. (2004a): Self-determination Assessment Battery User’s Guide, 2ª ed., Detroit: Wayne State University.
- Hoffman, A. et al. (2004b): Self-Determination Assessment Battery User’s Guide, 3ª ed., Detroit: Center for Self-Determination and Transition, Wayne State University.
- Illán, N. et al. (2005): Lo que dicen las familias. 12 claves para la autonomía de las personas con síndrome de Down, Madrid: FEISD; Obra Social Caja Madrid.
- Karvonen, M., et al. (2004): “Putting self- determination into practice”, Exceptional Children, 71 (1): 23-41.
- Kim, K. y Turnbull, A. (2004): “Transition to adulthood for students with severe intellectual disabilities: Shifting toward person-family interdependent planning”, Research and Practice for Persons with Severe Disabilities, 29 (1): 53-57.
- Leal, L. (1999): Un enfoque de la discapacidad centrado en la familia, Madrid: Confederación Española de Organizaciones en favor de las Personas con Discapacidad Intelectual.
- Lee, Y. et al. (2012): “Examining individual and instruction-related predictors of the self- determination of students with disabilities: Multiple regression analyses”, Remedial and Special Education, 33 (3): 150-161.
- Linley, P.A., et al. (2006): “Positive psychology: Past, present, and (possible) future”, The Journal of Positive Psychology, 1 (1): 3-16.
- Malik, P.B., et al. (1991): “Interviewing young adults with mental retardation: A seldom used research method”, Therapeutic Recreation Journal, 25: 60-73.
- Martin, J.E. y Marshall, L.H. (1997): “Choice making: Description of a model project”, en Agran, M. (coord.), Student Directed Learning. Teaching Self-determination Skills, Pacific Grove: Brooks/Cole Publishing Company.
- Martin, J.E. (1996): “ChoiceMaker: Infusing self- determination instruction into the IEP and transition process”, en Sands, D. J. y Wehmeyer, M. L. (coords.), Self-determination across the Life Span: Independence and Choice for People with Disabilities. Baltimore: Brookes.
- Matuszewski, J. (1996): “Helping Tom learn to do for himself… with help”, en Powers, L. et al. (coords.), Promoting Self-competence in Children and Youth with Disabilities. On the Road to Autonomy, Baltimore: Paul H. Brookes Publishing.
- Mithaug, D.E. (2003): “Adjusting beliefs about self-determination”, en Wehmeyer, M.L. et al. (coords.), Theory in Self-determination. Foundations for Educational Practice, Springfield: Charles C Thomas Publisher, 249- 260.
- Mithaug, D.E., et al. (1998): “The Self-determined Learning Model of Instruction. Engaging students to solve their learning problems”, en Wehmeyer, M.L. y Sands, D.J. (coords.), Making it Happen. Student Involvement in Education Planning, Decision Making and Instruction, Baltimore: Paul H. Brookes Publishing.
- Nisbet, J. (2000): “Transformando los sistemas de servicios educativos y humanos hacia la autodeterminación: la experiencia de New Hampshire”, Siglo Cero, 192 (6): 51-58.
- Nota, L., et al. (2007): “Self-determination, social abilities and the quality of life of people with intellectual disability”, Journal of Intellectual Disability Research, 51 (11): 850-865.
- OMS (2001): Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud, Madrid: Imserso.
- Palmer, S.B. y Wehmeyer, M.L. (2002): A Parent’s Guide to the Self-determined Learning Model for Early Elementary Students, Kansas: Beach Center on Disability.
- Peralta, F. (2011): “Taller para mejorar la autodeterminación de los hermanos”, en Lizasoáin, O. (coord.), Hermanos de personas con discapacidad intelectual. Guía para el análisis de necesidades y propuestas de apoyo, Logroño: Siníndice.
- Peralta, F. (2008): “Educar en autodeterminación: profesores y padres como principales agentes educativos”, Educación y Diversidad. Anuario Internacional de Investigación sobre Discapacidad e Interculturalidad, 2: 151-166.
- Peralta, F. (2006): “La evaluación de la conducta autodeterminada desde la perspectiva del empowerment evaluation: revisión de instrumentos de medida”, en Peralta, M.C. et al. (coords.), Podemos hacer oír su voz: claves para promover la conducta autodeterminada, Málaga: Aljibe.
- Peralta, F. y Arellano, A. (2010): “Familia y discapacidad. Una perspectiva teórico-aplicada del Enfoque Centrado en la Familia para promover la autodeterminación”, Electronic Journal of Research in Educational Psychology, 8 (3): 1.339-1.362.
- Peralta, F., et al. (coords.) (2006): Podemos hacer oír su voz: claves para promover la conducta autodeterminada, Málaga: Ediciones Aljibe.
- Peralta, F., et al. (2005): “Creencias y conocimientos de los profesores acerca de la conducta autodeterminada en personas con discapacidad cognitiva”, Revista de Investigación Educativa, 23 (2): 433-448.
- Ponce, A. (2010): Formación en autodeterminación para familias, Madrid: Confederación Española de Organizaciones en favor de las Personas con Discapacidad Intelectual.
- Poston, D., et al. (2003): “A qualitative study on family quality of life”, Mental Retardation, 41 (5): 313-328.
- Powers, L.E., et al. (1996). “Take Charge: A model for promoting self-determination among adolescents with challenges”, en Powers, L.E. et al. (coords.), Promoting Self-competence in Children and Youth with Disabilities, Baltimore: Paul H. Brookes.
- Ryan, R.M. y Deci, E.L. (coords.) (2001): Handbook of Self-determination Research, Rochester: University of Rochester Press.
- Schalock, R.L. (2006): “La calidad de vida como agente del cambio: oportunidades y retos”, en Verdugo, M.A. y Jordán de Urríes, F.B. (coords.), Rompiendo inercias. Claves para avanzar. VI Jornadas Científicas de Investigación sobre Personas con Discapacidad, Salamanca: Amarú Ediciones, 15-39.
- Schalock, R.L. (2000): “Three decades of quality of life”, en Wehmeyer, M.L. y Patton, J.R. (coords.), Mental Retardation in the 21st century, Austin, Texas: Pro-Ed.
- Schalock, R.L. y Verdugo, M.A. (2010): Calidad de vida: Manual para profesionales de la educación, salud y servicios sociales, Madrid: Alianza.
- Schalock, R.L., et al., (2010): “Quality of life model development and use in the field of intellectual disability”, en Kober R. (coord.), Enhancing the Quality of Life of People with Intellectual Disabilities, New York: Springer.
- Schalock, R.L. et al. (2005): “Cross-cultural study of quality of life indicators”, American Journal on Mental Retardation, 110 (4), 298-311.
- Schalock, R.L., et al. (2002): “Conceptualization, measurement, and application of quality of life for persons with intellectual disabilities: Report of an international panel of experts”, Mental Retardation, 40, 457-470.
- Seligman, M.E.P. y Csikszentmihalyi, M. (2000): “Positive psychology: An introduction”, American Psychologist, 55 (1): 5-14.
- Turnbull, A.P. y Turnbull, H.R. (2001): “Self- determination for individuals with significant cognitive disabilities and their families”, Association for Persons with Severe Handicaps, 26 (1): 56-62.
- Turnbull, A.P. (2000): “Fostering family-professional partnerships”, en Snell, M.E. y Brown, F. (coords.), Instruction of Students with Severe Disabilities, 5ª ed., New Jersey: Prentice Hall.
- Turnbull, A.P. (1996): “Group action planning as a strategy for providing comprehensive family support”, en Koegel, L.K. y Dunlap, G. (coords.), Positive Behavioral Support: Including People with Difficult Behavior in the Community, Baltimore: Brookes Publishing Company.
- Turnbull, A.P., et al. (2006): Families, Professionals, and Exceptionality: Positive Outcomes through Partnerships and Trust, 5ª ed., New Jersey: Pearson/Merrill- Prentice Hall.
- Verdugo, M.A. (ed.). (2006): Cómo mejorar la calidad de vida de las personas con discapacidad: instrumentos y estrategias de evaluación, Salamanca: Amarú.
- Verdugo et al. (2009): Escala Integral. Evaluación objetiva y subjetiva de la calidad de vida, Madrid: CEPE.
- Walker, H.M., et al. (2011): “A socio-ecological approach to promote self-determination”, Exceptionality. A Special Education Journal, 19 (1), 6-18.
- Ward, M.J. y Kohler, P.D. (1996): “Teaching self- determination content and process”, en Powers, L.E. et al. (coords.), Promoting Self-competence in Children and Youth with Disabilities, Baltimore: Paul H. Brookes Publishing.
- Wehmeyer, M.L. (2009): “Autodeterminación y la tercera generación de prácticas de inclusión”, Revista de Educación, 349: 45-67.
- Wehmeyer, M.L. (2005): “Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations”, Research and Practice for Persons with Severe Disabilities, 30 (3): 113- 120.
- Wehmeyer, M.L. (2004): “Beyond self-determination: Causal agency theory”, Journal of Developmental and Physical Disabilities, 16 (4), 337-359.
- Wehmeyer, M.L. (1999): “A functional model of self- determination: describing development and implementing instruction”, Focus on Autism and Other Developmental Disabilities, 14 (1): 53-61.
- Wehmeyer, M.L. (1998): “Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations”, Journal of the Association for Persons with Severe Handicaps, 23 (1): 5-16.
- Wehmeyer, M.L. (1995): The Arc’s Self-determination Scale. Procedural Guidelines, Arlington: The Arc of the United States.
- Wehmeyer, M.L. y Field, S. (2007): Self- determination: Instructional and Assessment Strategies, Thousand: Corwin Press.
- Wehmeyer, M.L. y Ward, M.J. (1995): “The spirit of the IDEA mandate: Student involvement in transition planning”, Journal of the Association for Vocational Special Needs Education, 17: 108-111.
- Wehmeyer, M.L., et al. (2011): “Personal self- determination and moderating variables that impact efforts to promote self-determination”, Exceptionality. A Special Education Journal, 19 (1), 19-30.
- Wehmeyer, M.L., et al. (2009): “Self- determination”, en López, S.J. y Snyder, C.R. (coords.), Oxford Handbook of Positive Psychology, 2ª ed., New York: Oxford University Press.
- Wehmeyer, M.L., et al. (2008): “Self-determination and students with developmental disabilities”, en Parette, H.P. y Peterson-Karlan, G.R. (coords.), Research-based Practices in Developmental Disabilities, 2ª ed., Texas: Pro Ed.
- Wehmeyer, M.L., et al. (2006): Escala de autodeterminación ARC. Adaptación española de las versiones para adolescentes y adultos, Madrid: CEPE.
- Wehmeyer, M.L., et al. (2002): Teaching Students with Mental Retardation. Providing Access to the General Curriculum, Baltimore: Paul H. Brookes Publishing.
- Wehmeyer, M.L., et al. (2000a): “Promoting causal agency: The self-determined learning model of instruction”, Exceptional Children, 66, 430- 453.
- Wehmeyer, M.L., et al. (2000b): “Riding the third wave: Self-determination and self-advocacy in the 21st century”, Focus in Autism and Other Developmental Disabilities, 15 (2): 106-115.
- Wehmeyer, M.L., et al. (1998): A Teacher’s Guide to Implementing the Self-determined Learning Model of Instruction. Adolescent Version, Arlington: The Arc.
- Wolman, J.M., et al. (1994): AIR Self- determination Scale and User Guide, Palo Alto: American Institutes for Research.
- Wood, W.M. et al. (2005): “A review of self- determination interventions with individuals with severe disabilities”, Research and Practice for Persons with Severe Disabilities, 30 (3): 121-146.
- Zulueta, A. y Peralta, F. (2008): “Percepciones de los padres acerca de la conducta autodeterminada de sus hijos con discapacidad intelectual”, Siglo Cero. Revista Española sobre Discapacidad Intelectual, 39 (1): 31-43.