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.
|Number of pages||14|
|Journal||Advances in Neurodevelopmental Disorders|
|State||Published - 15 Jun 2019|
- Qualitative study
- Students with intellectual disability