Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

Ana Luisa Rubio-Jimenez and Ruth Kershner
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Ana Luisa Rubio-Jimenez: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK
Ruth Kershner: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK

Social Sciences, 2020, vol. 9, issue 11, 1-26

Abstract: Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.

Keywords: self-determination; goal setting; dialogic interactions; intellectual disability; young adults; sociocultural discourse analysis (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2020
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