Self-determination and a Strengths-based Approach to Intellectual Disability

• Autorzy: Michael L. Wehmeyer

Warianty tytułu

PL

SAMOSTANOWIENIE I PODEJŚCIE DO NIEPEŁNOSPRAWNOŚCI INTELEKTUALNEJ OPARTE NA MOCNYCH STRONACH

• Języki publikacji: PL EN

Abstrakty

EN

This article proposes that the confluence of pressures brought about by school reform efforts worldwide, advances in research and practices pertaining to self-determination and student-directed learning, and new ways of thinking about and conceptualizing disability are requiring us, as educators, to reconsider our historical approaches and intervention models and to move from creating programs for students with intellectual disability based upon their label to the design of truly individualized supports; from creating separate, congregate services to implementing inclusive practices; and from a focus on student incapacities and deficits to a focus on individual strengths. These influences have led to a third generation of inclusive practices that, in turn, focus on promoting and enhancing the self-determination of all students, including students with intellectual disability.

PL

Autor niniejszego artykułu sugeruje, że nagromadzenie presji spowodowanych przez podejmowane na całym świecie starania zmierzające do przeprowadzenia reform szkolnictwa, postępy w badaniach naukowych oraz praktykach dotyczących samostanowienia i nauki skierowanej na ucznia, jak również nowe spojrzenie na niepełnosprawność i jej nowa konceptualizacja wymagają od pedagogów ponownego rozważenia swych dotychczasowych metod pracy oraz modeli wspomagania i odejścia od tworzenia programów dla uczniów z niepełnosprawnością intelektualną z uwzglednieniem ich niepełnosprawności na rzecz projektowania prawdziwie zindywidualizowanego wsparcia; odejścia od tworzenia osobnych, zbiorowych świadczeń na rzecz realizacji praktyk włączających; a także odejścia od koncentracji na nieumiejętnościach i brakach ucznia na rzecz skupienia się na mocnych stronach każdego z nich. Te oddziaływania doprowadziły do powstania praktyk trzeciej generacji, które z kolei koncentrują się na pobudzaniu i wzmacnianiu samostanowienia wszystkich uczniów, w tym uczniów z niepełnosprawnością intelektualną.

Słowa kluczowe

PL

samostanowienie; niepełnosprawność intelektualna

EN

self-determination; intellectual disability

• Wydawca: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Czasopismo: Człowiek - Niepełnosprawność - Społeczeństwo
• Rocznik: 2012
• Numer: 2(16)
• Strony: 23-34

Twórcy

autor

Michael L. Wehmeyer

• Professor, Department of Special Edukation Director, Kansas University Center on Developmental Disabilities Senior Scientist, Beach Center on Disability University of Kansas,

Bibliografia

• Algozzine, B., Browder, D., Karvonen, M., Test, D.W., Wood, W.M. (2001). Effects of interventions
• to promote self-determination for individuals with disabilities. Review of Educational
• Research, 71, 219–277.
• Self-determination and a strengths-based approach to intellectual disability 33
• Carr, E.G., Horner, R.H., Turnbull, A.P., Marquis, J.G., McLaughlin, D.M., McAtee, M.L., Smith,
• C.E., Ryan, K.A., Ruef, M.B., Doolabh, A. (2000). Positive behavior support for people with
• developmental disabilities: A research synthesis. Washington, DC: American Association on
• Mental Retardation.
• Emerson E., Robertson J., Gregory N., Hatton C., Kessissoglou S., Hallam, A., Järbrink, H., Knapp,
• M., Netten, A., Walsh, P.N. (2001). Quality and costs of supported living residences and group
• homes in the United Kingdom. American Journal on Mental Retardation, 106, 401–415.
• Horner, R.H., Albin, R.W., Sprague, J.R., Todd, A.W. (2000). Positive behavior support. In: M.E.
• Snell, F. Brown (Eds.), Instruction of students with severe disabilities. (5th ed., pp. 207–244).
• Upper Saddle River, NJ: Merrill Publishing.
• Janney, R., Snell, M.E. (2004). Teachers’ guides to inclusive practices: Modifying schoolwork.
• Baltimore: Paul H. Brookes.
• Lachapelle, Y., Wehmeyer, M.L., Haelewyck, M.C., Courbois, Y., Keith, K.D., Schalock, R., Verdugo,
• M.A., Walsh, P.N. (2005). The relationship between quality of life and self-determination:
• An international study. Journal of Intellectual Disability Research, 49, 740–744.
• Luckasson, R., Borthwick-Duffy, S., Buntix, W.H.E., Coulter, D.L., Craig, E.M., Reeve, A. et al.
• (2002). Mental retardation: Definition, classification, and systems of supports (10th Ed.).
• Washington, DC: American Association on Mental Retardation.
• Luckasson, R., Coulter, D.L., Polloway, E.A., Reiss, S., Schalock, R.L., Snell, M.E., Spitalnik,
• D.M., Stark, J.A. (1992). Mental retardation: Definition, classification, and systems of supports
• (9th Edition). Washington, DC: American Association on Mental Retardation.
• Nota, L., Ferrrari, L., Soresi, S., Wehmeyer, M.L. (2007). Self-determination, social abilities, and
• the quality of life of people with intellectual disabilities. Journal of Intellectual Disability
• Research, 51, 850–865.
• Orkwis, R., McLane, K. (1998). A curriculum every student can use: Design principles for student
• access. ERIC/OSEP Topical Brief, Fall, 1988. Reston, VA: Council for Exceptional
• Children.
• Thompson, J.R., Bradley, V., Buntinx, W., Schalock, R.L., Shogren, K.A., Snell, M.E., Wehmeyer,
• M.L., Borthwick-Diffy, S., Coulter, D.L., Craig, E.M., Gomez, S.C., Lachapelle, Y., Luckasson,
• R.A., Reeve, A., Spreat, S., Tasse, M.J., Verdugo, M., Yeager, M.H. (in press). Conceptualizing
• supports and the support needs of people with intellectual disability. Intellectual and
• Developmental Disabilities.
• Turnbull, A.P., Turnbull, H.R., Soodak, L.C., Erwin, E.J. (2006). Families, professionals and exceptionality:
• Positive outcomes through partnerships and trust. Columbus, OH: Merrill/Prentice-
• Hall.
• Turnbull, H.R., Turnbull, A.P., Wehmeyer, M.L. (2007). Exceptional lives (5th Ed.). Columbus,
• OH: Merrill/Prentice-Hall.
• Wehmeyer, M.L. (2005). Self-determination and individuals with severe disabilities: Reexamining
• meanings and misinterpretations. Research and Practice in Severe Disabilities, 30,
• 113–120.
• Wehmeyer, M.L., Abery, B., Mithaug, D.E., Stancliffe, R.J. (2003). Theory in self-determination:
• Foundations for educational practice. Springfield, IL: Charles C. Thomas.
• Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., Palmer, S. (2007). Promoting
• self-determination in students with intellectual and developmental disabilities. New York:
• Guilford Press.
• Wehmeyer, M.L., Field, S. (2007). Self-determination: Instrucional and Assesment Strategies.
• Thousand Oaks, CA: Corwin Press.
• Wehmeyer, M.L., Field, S., Doren, B., Jones, B., Mason, C. (2004). Self-determination and student
• involvement in standards-based reform. Exceptional Children, 70, 413–425.
• Wehmeyer M. L., Palmer S.B. (2003). Adult outcomes for students with cognitive disabilities three
• years after high school: the impact of self-determination. Education and Training in Developmental
• Disabilities, 38, 131–144.
• 34 Michael L. Wehmeyer
• Wehmeyer, M.L., Schwartz, M. (1997). Self-determination and positive adult outcomes: a followup
• study of youth with mental retardation or learning disabilities. Exceptional Children, 63,
• 245–255.
• Wehmeyer, M.L., Schwartz, M. (1998). The relationship between self-determination, quality of
• life, and life satisfaction for adults with mental retardation. Education and Training in Mental
• Retardation and Developmental Disabilities, 33, 3–12.
• Wehmeyer, M.L., Smith, S.J., Palmer, S.B., Davies, D.K., Stock, S. (2004). Technology use and
• people with mental retardation. In: L.M. Glidden (Ed.), International Review of Research in
• Mental Retardation (Vol. 29) (pp. 293–337). San Diego, CA: Academic Press.