The Effects of a Leisure Education Program Based on Self-Determination on Free Time Motivation, Leisure Attitude, and Self-Determination of Adults with Developmental Disabilities

2017 ◽  
Vol 16 (2) ◽  
pp. 27-56
Author(s):  
Jin-A Lee ◽  
Yu-Ri Kim
Keyword(s):  
Developmental Disabilities ◽  
Education Program ◽  
Free Time ◽  
Self Determination ◽  
Leisure Education ◽  
Adults With Developmental Disabilities

scholarly journals The Importance of Self-Determination to the Quality of Life of People with Intellectual Disability: A Perspective

2020 ◽  
Vol 17 (19) ◽  
pp. 7121
Author(s):  
Michael L. Wehmeyer
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Theoretical Frameworks ◽  
The Core ◽  
Important Means

There is both an intuitive and theoretical link between self-determination and quality of life for people with intellectual and developmental disabilities. Theoretically, definitions of self-determination have framed the construct with regard to its contribution to a person’s overall quality of life, while theoretical frameworks of quality of life have included self-determination among the core dimensions contributing to enhanced quality of life. These theoretical linkages have been supported by research on the quality of life and self-determination of people with intellectual and developmental disabilities and the relationships between these constructs. This article provides an overview of theoretical frameworks of self-determination, their relationship with theoretical frameworks of quality of life, and research pertaining to these constructs with people with intellectual and developmental disabilities. It is concluded that self-determination and quality of life are important constructs in designing supports that enable people with intellectual and developmental disabilities and that an important means to enhance the quality of life of people with intellectual and developmental disabilities is to promote and enable people to be self-determined.

Introduction to the Special Issue on Scaling Up Efforts to Promote the Self-Determination of People with Developmental Disabilities

2011 ◽  
Vol 19 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Carl Calkins ◽  
Michael Wehmeyer ◽  
Ansley Bacon ◽  
Tamar Heller ◽  
Hill M. Walker
Keyword(s):  
Developmental Disabilities ◽  
Scaling Up ◽  
The Self ◽  
Self Determination ◽  
Special Issue

Effects of Computerized Leisure Education on Self-Determination of Youth with Disabilities

2000 ◽  
Vol 16 (1) ◽  
pp. 5-17 ◽  
Author(s):  
John Dattilo ◽  
Nathalie Guerin ◽  
Lynne Cory ◽  
Richard Williams
Keyword(s):  
Self Determination ◽  
Youth With Disabilities ◽  
Leisure Education

scholarly journals Readiness of teachers to work on professional self-determination of persons with restricted health opportunities

KANT ◽  
2021 ◽  
Vol 38 (1) ◽  
pp. 312-316
Author(s):  
Irina Finogenovna Pleteneva ◽  
Olesya Aleksandrovna Podolskay
Keyword(s):  
Developmental Disabilities ◽  
Self Determination ◽  
Practical Skills ◽  
Persons With Disabilities ◽  
Professional Self ◽  
Personal Qualities ◽  
Scientific Ideas

The study of teachers' readiness to work with adolescents with disabilities in terms of their professional self-determination was carried out on the basis of the study of works containing scientific ideas about the essence of professional self-determination, conceptual provisions on the essence of the phenomenon of "readiness", analysis of the characteristics of persons with psychophysical disorders. Studying the readiness of teachers to work with persons with disabilities on professional self-determination included questions on their knowledge of the essence of professional self-determination; awareness of the importance and necessity of owning personal qualities, practical skills in organizing work on the professional self-determination of schoolchildren with developmental disabilities. In the course of the study, the levels of teachers' readiness were identified: high, average, below average according to the criteria: motivational, cognitive, procedural, organizational, evaluative.

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