The effect of evidence-based practices to enhance self-determination in students with intellectual disabilities: a systematic literature review
Promoting self-determination in students with intellectual disabilities is essential in enabling them to achieve education-related goals and positive post-school employment, community participation, and quality of life outcomes. By teaching skills associated with self-determination, such as choice-making, decision-making, problem-solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge, students with intellectual disabilities are better prepared to make purposeful decisions and choices. We initiated a systematic literature review on evidence-based practices that promote self-determination and associated skills in students with intellectual disabilities in educational settings. In this literature review, we indicated types of interventions and research design developed in the school system, student populations involved in structured interventions, self-determination assessment and evaluation tools, targeted skills associated with self-determination, and outcomes. Results demonstrated that the evidence-based practices implemented to develop self-determination can be effective and can prove efficiency for students across grade levels, from mild to moderate intellectual disabilities.
Self-determination, Evidence-based practices, Students with intellectual disabilities, Academic achievement, Quality of life
Mihaela Cristea – Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iaşi, Romania, E-mail: firstname.lastname@example.org
Alois Gherguț – Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iaşi, Romania