Resumen

ALVAREZ-AGUADO, Izashun et al. Self-determination Skills in Chilean Students with Intellectual Disabilities: Moving Towards Successful Inclusión. Rev. colomb. educ. [online]. 2020, n.79, pp.369-394.  Epub 20-Dic-2020. ISSN 0120-3916.  https://doi.org/10.17227/rce.num79-9663.

Self-determination has become a key construct to guarantee the principle of educational Inclusion. The development of these skills, among other benefits, allows students with disabilities to encourage their participation in the ordinary curriculum and increase their skills for the development of an independent life This study, through the application of the ARC- I n i co Scale, evaluates the self-perceptions of 264 Chilean students with intellectual disabilities about their self-determination. The main results show low levels of self-determination and poor management of skills related to self-knowledge, the locus of internal control or self-defense. In addition, the severity of the disability or the type of educationa establishment, are Identified as Incident factors In achieving this Important goal The analysis of the results, in the light of the literature, highlights the importance of reorienting the supports directed to these students and to propose formative programs that allow to work on these skills. In this way, it is possible to concretize in practice the principles that, according to the legislation, contribute to generating inclusive environments in the classrooms.

Palabras clave : inclusive education; intellectual disability; self-determination; educational policy; self-empowerment.

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