A Preliminary Investigation Of Self-determination In Inclusive Education: A Lebanese Model
Keywords:
causal agents, inclusive education, learned helplessness, self-advocacy, self-determinationAbstract
Promoting self-determination for students with a learning disability is a fundamental aspect of inclusive education. During the last decades, the emphasis on self-determination emerged from the self-advocacy movement and empowerment for students with a learning disability. Self-determination is to teach students to act as the causal agents of their own lives, and to function independently. This preliminary study, examined the association between self-determination skills and students’ feelings about their disability, perception of the school and family attributes, and capability in goal setting and formulating an action plan to attain goals. This is an innovative study since no information is available about the significance of self-determination in inclusive schools in the Lebanese context. The sample comprised 122 students ranging from the third to the twelfth grades. The study employed a mixed methodology using qualitative and quantitative design. The results of the semi-structured interviews indicated increased awareness of rights, and low level of learned helplessness. Implementation will proceed with pretest-posttest research design to measure further impact on the aforementioned skills and attainment of academic goals. Implications for future research and practice are discussed.
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