Perceptions and Experiences of Self-determination of Students and Youth with Intellectual Disabilities in Korea

Objectives Despite increasing emphasis and a growing body of research on self-determination, few studies have examined perceptions and experiences of self-determination from the perspectives of students with disabilities in Korea. This study explored perceptions and experiences of self-determination...

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Bibliographic Details
Published in:Advances in neurodevelopmental disorders 2019-06, Vol.3 (2), p.138-151
Main Authors: Lee, Suk-Hyang, Hong, Juhee, Yeom, Ji-Hye, Lee, JungAh
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Child and School Psychology
Children & youth
Curricula
Developmental Psychology
Elementary schools
Females
Intellectual disabilities
Investigations
Neurosciences
Original Paper
Parents & parenting
Psychiatry
Psychology
Public Health
Secondary school students
Secondary schools
Social Work
Special education
Students with disabilities
Teaching methods
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Summary:Objectives Despite increasing emphasis and a growing body of research on self-determination, few studies have examined perceptions and experiences of self-determination from the perspectives of students with disabilities in Korea. This study explored perceptions and experiences of self-determination of Korean students and youth with intellectual disability to identify factors that affect self-determination and directions for future research regarding instructional supports that promote self-determination. Methods For this purpose, individual interviews were conducted with 19 students and youth with intellectual disability. The collected data were analyzed using the constant comparative method. Results The analysis generated the following four main themes: (a) awareness of self-determination, (b) practices of self-determined behaviors, (c) goals for transition to adulthood, and (d) plans for achieving transition goals. Conclusions The findings revealed the impact of experience on perceptions of self-determination and the impact of culture on experiences of self-determination. This paper discusses the implications of these findings for future research regarding instructional supports that promote the self-determination of students with intellectual disability, taking into account experiential and cultural factors.
ISSN:2366-7532
2366-7540
DOI:10.1007/s41252-019-00099-w