Facilitating Self-Determination in Adolescents with Intellectual Disabilities

Marie-Claire Haelewyck, Mélanie Bara and Yves Lachapelle
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Marie-Claire Haelewyck: Department of Special Education, University of Mons-Hainaut, Belgium
Mélanie Bara: Department of Special Education, University of Mons-Hainaut, Belgium
Yves Lachapelle: Department of Psychoeducation, University of Québec at Trois-Rivières, Québec

Evaluation Review, 2005, vol. 29, issue 5, 490-502

Abstract: Taking an active part and responsibilities in one’s own life is not always easy, particularly at adolescence, which is a very important period in which people progressively find their identity and life project. This article describes the social validation analyses of a Belgian self-determination curriculum that was adapted from a French-Canadian curriculum. It was done with the participation of adolescents with intellectual disabilities, teachers, and experts from the field. Overall, results indicate a satisfying to very satisfying appreciation of the social utility of the training manual. The findings also highlighted that the curriculum actually supports the conceptual framework of self-determination.

Keywords: adolescents; intellectual disabilities; self-determination; school inclusion; curriculum; assessment (search for similar items in EconPapers)
Date: 2005
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:29:y:2005:i:5:p:490-502

DOI: 10.1177/0193841X05279182

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