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Facilitating Self-Determination in Adolescents with Intellectual Disabilities

Author

Listed:
  • Marie-Claire Haelewyck

    (Department of Special Education, University of Mons-Hainaut, Belgium)

  • Mélanie Bara

    (Department of Special Education, University of Mons-Hainaut, Belgium)

  • Yves Lachapelle

    (Department of Psychoeducation, University of Québec at Trois-Rivières, Québec)

Abstract

Taking an active part and responsibilities in one’s own life is not always easy, particularly at adolescence, which is a very important period in which people progressively find their identity and life project. This article describes the social validation analyses of a Belgian self-determination curriculum that was adapted from a French-Canadian curriculum. It was done with the participation of adolescents with intellectual disabilities, teachers, and experts from the field. Overall, results indicate a satisfying to very satisfying appreciation of the social utility of the training manual. The findings also highlighted that the curriculum actually supports the conceptual framework of self-determination.

Suggested Citation

  • Marie-Claire Haelewyck & Mélanie Bara & Yves Lachapelle, 2005. "Facilitating Self-Determination in Adolescents with Intellectual Disabilities," Evaluation Review, , vol. 29(5), pages 490-502, October.
    • Handle: RePEc:sae:evarev:v:29:y:2005:i:5:p:490-502
    DOI: 10.1177/0193841X05279182
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