Supports and self-determination in the inclusive school. Factors related to obtaing personal positive results

Abstract

ABSTRACT  

Current educational proposals are based on the principle of attention to diversity. It expects to give all students the supports and resources needed to achieve a full self-determination in the inclusive school. The aim of the present study is to assess the level of self-determination of students with and without Special Educational Needs (SEN), as well as the influence of the educational supports on achieving a higher level of self-determination, in order to provide a set of guidelines for intervention in classrooms that routed the learning and expression of self-determined behaviors in young students. A quantitative methodology, descriptive-exploratory, is used to assess self-determination in four domains: autonomy, self-regulation, empowerment and self-knowledge. The ARC-INICO scale (Verdugo et al., 2015b) is applied to a sample composed by 1,746 students. The results show adequate level of self-determination. It is significantly lower in students with SEN, especially those who receives intensive support (Individualized Educational Programs, Curricular Diversification Programs, combination of flexible grouping and educational support). These findings invite reflection on the type and quality of the resources of schools and the teachers’ actions to address student diversity and the promotion of self-determination from the perspective of quality of life. Guidelines for counseling and intervention for instruct self-determination in the classroom and in the guidance departments are proposed.