Personal and School Factors Underlying the Self-Determined Behaviour of Children and Adolescents: Review of the Literature
Abstract
Self-determination is a dispositional characteristic that is evident when the person has certain control over their own lives. It is acquired throughout life in interaction with the environment, hence the importance of evaluating the contextual factors that can influence it. This study aims to review publications from the last years that have investigated the contextual factors that can influence the self-determination of young students with intellectual disabilities. Nineteen articles and two doctoral theses published during the 2015-2020 were analyzed. All of them use a quantitative methodology, except for two studies that use a qualitative methodology. The studies indicate mixed results regarding personal variables, such as gender, age or IQ. Regarding school factors, the differences between regular and special education are considered. However, educational supports acquire more significance to promote self-determination. In the end, the strategies used in the classroom and individualized student-supports show an influence in the self-determination of this group.
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ÁLVAREZ-AGUADO, I., VEGA-CÓRDOVA, V., CAMPAÑA-VILO, K., GONZÁLEZ-CARRASCO, SPENCER-GONZÁLEZ, H. y ARRIAGADA-CHINCHÓN, R. (2020). Habilidades de autodeterminación en estudiantes chilenos con discapacidad intelectual: avanzan-do hacia una inclusión exitosa. Revista Colombiana de Educación, 1(79), 369-394. https://doi.org/10.17227/rce.num79-9663
BAÑA-CASTRO, M., LOSADA-PUENTE, L. y MUÑOZ-CANTERO, J. M. (2015). Condicionantes personales y ambientales de la conducta autodeterminada en la adolescencia con alteraciones del desarrollo intelectual. Ciencias Psicológi-cas, 9(3), 283-292.
BROCK, M. E., SCHAEFER, J. M. y SEAMAN, R. L. (2020). Self-determination and agency for all: Supporting students with severe disabilities. Theory into Practice, 59(2), 162-171. https://doi.org/10.1080/00405841.2019.1702450
CARTER, E. W., LANE, K. L., COONEY, M., WEIR, K., MOSS, C. K. y MACHALICEK, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Jour-nal on Intellectual and Developmental Disabilities, 118(1), 16-31. https://doi.org/10.1352/1944-7558-118.1.16
CAVENDISH, W. (2017). The role of gender, race/ethnicity and disability status on the relationship between student perceptions of school and family support and self-determination. Career Development and Transition for Ex-ceptional Individuals, 40(2), 113-122. https://doi.org/10.1177/2165143416629359
CÓRDOBA, L., SALAMANCA, L. M. y MORA, A. (2019). Calidad de vida en personas con discapacidad intelectual y múlti-ple de 4 a 21 años de edad. Psychologia, 13(2), 79-93. http://dx.doi.org.ezproxy.usal.es/10.21500/19002386.4014
CUDRÉ-MAUROUX, A., PIÉRART, G. y VAUCHER, C. (2020). Partnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. Research in Developmental Disabili-ties, 99, 103602. https://doi.org/10.1016/j.ridd.2020.103602
GARRELS, V. y GRANLUND, M. (2018). Measuring self-determination in Norwegian students: adaptation and validation of the AIR self-determination scale. European Journal of Special Needs Education, 33(4), 466-480. https://doi.org/10.1080/08856257.2017.1342420
GÓMEZ-VELA, M., VERDUGO, M. Á., GONZÁLEZ-GIL, F., BADIA, M. y WEHMEYER, M. L. (2012). Assessment of self-determination of Spanish students with intellectual and other educational needs. Educational and Training in Autism and Developmental Disabilities, 47(1), 48-57.
KEDROVA, I. A. y MATANTSEVA, T. N. (2016). Adolescents with intellectual disabilities: personal aspects of their devel-opmental disability. International Journal of Environmental and Science Education, 11(8), 2003-2014. https://doi.org/10.12973/ijese.2016.573a
KISLYAKOV, P. A. (2017). Risk factors related to antisocial behavior in teenagers with intellectual disabilities. Psy-chology in Russia: state of the Art, 10(2), 215-227. https://doi.org/10.11621/pir.2017.0215
LOSADA-PUENTE, L. (2017). Autodeterminación y calidad de vida en adolescentes con discapacidad intelectual y otras alteraciones del desarrollo. (Doctorado). Universidad de A Coruña.
MAES, B., LAMBRECHTS, G., HOSTYN, I. y PETRY, K. (2007). Quality-enhancing interventions for people with profound intellectual and multiple disabilities: a review of the empirical research literature. Journal of Intellectual and Developmental Disability, 32(3), 163-178. https://doi.org/10.1080/13668250701549427
MUMBARDÓ-ADAM, C., GUÀRDIA-OLMOS, J. y GINÉ, C. (2018). Autodeterminación: midiendo el constructo en jóvenes con y sin discapacidad. Siglo Cero, 1, 137-138. https://doi.org/10.14201/scero20180
MUMBARDÓ-ADAM, C., SHOGREN, K., GUÀRDIA-OLMOS, J. y GINÉ, C. (2017). Contextual predictors of self-determined actions in students with and without intellectual disability. Psychology in the Schools, 54(2), 183-195. https://doi.org/10.1002/pits.21987
MUÑOZ-CANTERO, J. M. y LOSADA-PUENTE, L. (2018). Implicaciones de la actitud docente en la calidad de vida del alumnado con alteraciones del desarrollo intelectual. Educación XXI, 21(2), 37-58. https://doi.org/10.5944/educXX1.19535
MUÑOZ-CANTERO, J. M., LOSADA-PUENTE, L. y ALMEIDA, L. S. (2017). Quality of life, adolescence and inclusive schools: comparing regular and special needs students. Bordón, 69(1), 139-154.
MUÑOZ-CANTERO, J. M., LOSADA-PUENTE, L. y ESPIÑEIRA-BELLÓN, E. M. (2018). Apoyos y autodeterminación en la escuela inclusiva. Factores relacionados con la obtención de resultados personales positivos. Revista Española de Orientación y Psicopedagogía, 29(1), 8-24. https://doi.org/10.5944/reop.vol.29.num.1.2018.23291
NAVAS, P., VERDUGO, M. Á., MARTÍNEZ, S., SAINZ, F. y AZA, A. (2017). Derechos y calidad de vida en personas con disca-pacidad intelectual y mayores necesidades de apoyo. Siglo Cero, 48(4), 7-66. https://doi.org/10.14201/scero2017484766
PERALTA, F. y ARELLANO, A. (2014). La autodeterminación de las personas con discapacidad intelectual: situación actual en España. Revista CES Psicología, 7(2), 59-77.
RODRÍGUEZ, M. M. (2018). Evaluación de la calidad de vida en niños y jóvenes con síndrome de Down. (Doctorado). Universidad de Salamanca.
RODRÍGUEZ, R. J. y CAVENDISH, W. (2013). Differences in the relationship between family environments and self-determination among Anglo, Latino, and female students with disabilities. Career Development and Transition for Exceptional Individuals, 36(3), 152-162. https://doi.org/10.1177/2165143412461524
SCHALOCK, R. L. (2010). Aplicaciones del paradigma de calidad de vida a las personas con discapacidad intelectual y del desarrollo. En M. Á. VERDUGO, M. CRESPO y T. NIETO, Aplicación del paradigma de calidad de vida. VII Semina-rio de Actualización Metodológica en Investigación sobre Discapacidad SAID (pp. 11-18). INICO.
SCHALOCK, R. L. y VERDUGO, M. Á. (2002/2003). Quality of life for human service practitioners. American Association on Mental Retardation.
SHOGREN, K. A., BURKE, K. M., ANTOSH, A. A., WEHMEYER, M. L., LAPLANTE, T., SHAW, L. A. y RALEY, S. K. (2019). Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in adolescents with intellectual disability. Journal of Disability Policy Studies, 30(1), 22-34. https://doi.org/10.1177/1044207318792178
SHOGREN, K. A., GARNIER-VILLARREAL, M., DOWSETT, C. y LITTLE, T. D. (2016). Exploring student, family and school predic-tors of self-determination using NLTS2 Data. Career Development and Transition for Exceptional Individuals, 39(1), 23-33. https://doi.org/10.1177/2165143414546685
SHOGREN, K. A., McCART, A. B., LYON, K. J. y SAILOR, W. S. (2015). All means all: building knowledge for inclusive school wide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173-191. https://doi.org/10.1177/1540796915586191
SHOGREN, K. A. y SHAW, L. A. (2016). The role of autonomy, self-realization and psychological empowerment in pre-dicting early adulthood outcomes for youth with disabilities. Remedial and Special Education, 37(1), 55-62. https://doi.org/10.1177/0741932515585003
SHOGREN, K. A. y SHAW, L. A. (2017). The impact of personal factors on self-determination and early adulthood out-come constructs in youth with disabilities. Journal of Disability Policy Studies, 27(4), 223-233. https://doi.org/10.1177/1044207316667732
SHOGREN, K. A., SHAW, L. A., RALEY, S. K. y WEHMEYER, M. L. (2018). The impact of personal characteristics on scores on the Self-Determination Inventory: student report in adolescents with and without disabilities. Psychology in the Schools, 55(9), 1013-1026. https://doi.org/10.1002/pits.22174
SHOGREN, K. A., WEHMEYER, M. L. y BURKE, M. (2017). Self-determination. En K. A. SHOGREN, M. L. WEHMEYER y N. N. SINGH (Eds.), Handbook of positive psychology in intellectual and developmental disabilities. Translating research into practice (pp. 49-64). Springer Series on Child and Family Studies.
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B. y PAEK, Y. (2013). Exploring personal and school environment characte-ristics that predict self-determination. Exceptionality, 21(3), 147-157. https://doi.org/10.1080/09362835.2013.802231
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., FORBER-PRATT, A., LITTLE, T. y LÓPEZ, S. (2015). Causal Agency Theory: re-conceptualizing a functional model of self-determination. Education and Training in Autism and Developmen-tal Disabilities, 50(3), 251-263.
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., RIFENBARK, G. G. y LITTLE, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256-267. https://doi.org/10.1177/0022466913489733
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., SOUKUP, J. H., LITTLE, T., GARNER, N. y LAWRENCE, M. (2007). Examining individual and ecological predictors of self-determination of student with disability. Exceptional Children, 73(4), 488-509. https://doi.org/10.1177/001440290707300406
SHOGREN, K. A., WEHMEYER, M. L., SHAW, L., GRIGAL, M., HART, D., SMITH, F. y KHAMSI, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Edu-cation and Training in Autism and Developmental Disabilities, 53(2), 146-159.
UNESCO. (2016). Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar una educación inclusiva y equitativa de calidad y promover oportunida-des de aprendizaje permanente para todos. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa
VERDUGO, M. Á., GÓMEZ-VELA, M., VICENTE, E., PULIDO, R. F., BADIA, M., GONZÁLEZ-GIL, F. y CALVO, M. I. (2012). Evaluación de la conducta autodeterminada de alumnos con discapacidad intelectual y dificultades de aprendizaje. En M. Á. VERDUGO, R. CANAL, C. JERANO, M. BADIA y A. L. AGUADO (Eds.), Aplicación del paradigma de calidad de vida a la in-tervención con personas con discapacidad desde una perspectiva integral (pp. 55-66). INICO.
VERDUGO, M. Á. y SCHALOCK, R. L. (2010). Últimos avances en el enfoque y concepción de las personas con discapa-cidad intelectual. Siglo Cero, 41(4), 7-21.
VICENTE, E., GUILLÉN-MARTÍN, V. M., VERDUGO, M. Á. y CALVO, M. I. (2018). El rol de los factores personales y familiares en la autodeterminación de jóvenes con discapacidad intelectual. Psicología Educativa, 24(2), 75-83. https://doi.org/10.5093/psed2018a13
VICENTE, E., MUMBARDÓ-ADAM, C., GUILLÉN, V. M., COMA-ROSELLÓ, T., BRAVO-ÁLVAREZ, M. A. y SÁNCHEZ, S. (2020). Self-Determination in people with intellectual disability: the mediating role of opportunities. International Journal of Environmental Research and Public Health, 17, 6201. https://doi.org/10.3390/ijerph17176201
VICENTE, E., VERDUGO, M. Á., GÓMEZ-VELA, M., FERNÁNDEZ-PULIDO, R., WEHMEYER, M. L. y GUILLÉN, M. V. (2019). Personal characteristics and school contextual variables associated with student self-determination in Spanish con-text. Journal of Intellectual and Developmental Disability, 44(1), 23-34. https://doi.org/10.3109/13668250.2017.1310828
VICENTE, E., VERDUGO, M. Á., GUILLÉN, V. M., MARTÍNEZ-MOLINA, A., GÓMEZ, L. E. e IBÁÑEZ, A. (2020). Advances in the as-sessment of self-determination: internal structure of a scale for people with intellectual disabilities aged 11 to 40. Journal of Intellectual Disability Research, 64(9), 700-712. https://doi /10.1111/jir.12762
WEHMEYER, M. L. (2006). Factores intraindividuales y medioambientales que afectan a la autodeterminación. Siglo Cero, 37(4), 47-56.
WEHMEYER, M. L. (2020). Self-determination in adolescents and adults with intellectual and developmental disabili-ties. Current Opinion in Psychiatry, 33(2), 81-85. https://doi.org/10.1097/YCO.0000000000000576
WEHMEYER, M. L. y ABERY, B. H. (2013). Self-determination and choice. Intellectual and Developmental Disabilities, 51(5), 399-411.
WEHMEYER, M. L., FIELD, S. y THOMA, C. A. (2012). Self-determination and adolescent transition education. En M. L. WEHMEYER y K. W. WEBB (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 171-190). Routledge.
WEHMEYER, M. L., NOTA, L., SORESI, S., SHOGREN, K. A., MOMINGSTAR, M. E., FERRARI, L. … DiMAGGIO, I. (2019). A crisis in career development: life designing and implications for transition. Career Development and Transition for Exceptional Individuals, 42(3), 179-187. https://doi.org/10.1177/2165143417750092
BAÑA-CASTRO, M., LOSADA-PUENTE, L. y MUÑOZ-CANTERO, J. M. (2015). Condicionantes personales y ambientales de la conducta autodeterminada en la adolescencia con alteraciones del desarrollo intelectual. Ciencias Psicológi-cas, 9(3), 283-292.
BROCK, M. E., SCHAEFER, J. M. y SEAMAN, R. L. (2020). Self-determination and agency for all: Supporting students with severe disabilities. Theory into Practice, 59(2), 162-171. https://doi.org/10.1080/00405841.2019.1702450
CARTER, E. W., LANE, K. L., COONEY, M., WEIR, K., MOSS, C. K. y MACHALICEK, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Jour-nal on Intellectual and Developmental Disabilities, 118(1), 16-31. https://doi.org/10.1352/1944-7558-118.1.16
CAVENDISH, W. (2017). The role of gender, race/ethnicity and disability status on the relationship between student perceptions of school and family support and self-determination. Career Development and Transition for Ex-ceptional Individuals, 40(2), 113-122. https://doi.org/10.1177/2165143416629359
CÓRDOBA, L., SALAMANCA, L. M. y MORA, A. (2019). Calidad de vida en personas con discapacidad intelectual y múlti-ple de 4 a 21 años de edad. Psychologia, 13(2), 79-93. http://dx.doi.org.ezproxy.usal.es/10.21500/19002386.4014
CUDRÉ-MAUROUX, A., PIÉRART, G. y VAUCHER, C. (2020). Partnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. Research in Developmental Disabili-ties, 99, 103602. https://doi.org/10.1016/j.ridd.2020.103602
GARRELS, V. y GRANLUND, M. (2018). Measuring self-determination in Norwegian students: adaptation and validation of the AIR self-determination scale. European Journal of Special Needs Education, 33(4), 466-480. https://doi.org/10.1080/08856257.2017.1342420
GÓMEZ-VELA, M., VERDUGO, M. Á., GONZÁLEZ-GIL, F., BADIA, M. y WEHMEYER, M. L. (2012). Assessment of self-determination of Spanish students with intellectual and other educational needs. Educational and Training in Autism and Developmental Disabilities, 47(1), 48-57.
KEDROVA, I. A. y MATANTSEVA, T. N. (2016). Adolescents with intellectual disabilities: personal aspects of their devel-opmental disability. International Journal of Environmental and Science Education, 11(8), 2003-2014. https://doi.org/10.12973/ijese.2016.573a
KISLYAKOV, P. A. (2017). Risk factors related to antisocial behavior in teenagers with intellectual disabilities. Psy-chology in Russia: state of the Art, 10(2), 215-227. https://doi.org/10.11621/pir.2017.0215
LOSADA-PUENTE, L. (2017). Autodeterminación y calidad de vida en adolescentes con discapacidad intelectual y otras alteraciones del desarrollo. (Doctorado). Universidad de A Coruña.
MAES, B., LAMBRECHTS, G., HOSTYN, I. y PETRY, K. (2007). Quality-enhancing interventions for people with profound intellectual and multiple disabilities: a review of the empirical research literature. Journal of Intellectual and Developmental Disability, 32(3), 163-178. https://doi.org/10.1080/13668250701549427
MUMBARDÓ-ADAM, C., GUÀRDIA-OLMOS, J. y GINÉ, C. (2018). Autodeterminación: midiendo el constructo en jóvenes con y sin discapacidad. Siglo Cero, 1, 137-138. https://doi.org/10.14201/scero20180
MUMBARDÓ-ADAM, C., SHOGREN, K., GUÀRDIA-OLMOS, J. y GINÉ, C. (2017). Contextual predictors of self-determined actions in students with and without intellectual disability. Psychology in the Schools, 54(2), 183-195. https://doi.org/10.1002/pits.21987
MUÑOZ-CANTERO, J. M. y LOSADA-PUENTE, L. (2018). Implicaciones de la actitud docente en la calidad de vida del alumnado con alteraciones del desarrollo intelectual. Educación XXI, 21(2), 37-58. https://doi.org/10.5944/educXX1.19535
MUÑOZ-CANTERO, J. M., LOSADA-PUENTE, L. y ALMEIDA, L. S. (2017). Quality of life, adolescence and inclusive schools: comparing regular and special needs students. Bordón, 69(1), 139-154.
MUÑOZ-CANTERO, J. M., LOSADA-PUENTE, L. y ESPIÑEIRA-BELLÓN, E. M. (2018). Apoyos y autodeterminación en la escuela inclusiva. Factores relacionados con la obtención de resultados personales positivos. Revista Española de Orientación y Psicopedagogía, 29(1), 8-24. https://doi.org/10.5944/reop.vol.29.num.1.2018.23291
NAVAS, P., VERDUGO, M. Á., MARTÍNEZ, S., SAINZ, F. y AZA, A. (2017). Derechos y calidad de vida en personas con disca-pacidad intelectual y mayores necesidades de apoyo. Siglo Cero, 48(4), 7-66. https://doi.org/10.14201/scero2017484766
PERALTA, F. y ARELLANO, A. (2014). La autodeterminación de las personas con discapacidad intelectual: situación actual en España. Revista CES Psicología, 7(2), 59-77.
RODRÍGUEZ, M. M. (2018). Evaluación de la calidad de vida en niños y jóvenes con síndrome de Down. (Doctorado). Universidad de Salamanca.
RODRÍGUEZ, R. J. y CAVENDISH, W. (2013). Differences in the relationship between family environments and self-determination among Anglo, Latino, and female students with disabilities. Career Development and Transition for Exceptional Individuals, 36(3), 152-162. https://doi.org/10.1177/2165143412461524
SCHALOCK, R. L. (2010). Aplicaciones del paradigma de calidad de vida a las personas con discapacidad intelectual y del desarrollo. En M. Á. VERDUGO, M. CRESPO y T. NIETO, Aplicación del paradigma de calidad de vida. VII Semina-rio de Actualización Metodológica en Investigación sobre Discapacidad SAID (pp. 11-18). INICO.
SCHALOCK, R. L. y VERDUGO, M. Á. (2002/2003). Quality of life for human service practitioners. American Association on Mental Retardation.
SHOGREN, K. A., BURKE, K. M., ANTOSH, A. A., WEHMEYER, M. L., LAPLANTE, T., SHAW, L. A. y RALEY, S. K. (2019). Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in adolescents with intellectual disability. Journal of Disability Policy Studies, 30(1), 22-34. https://doi.org/10.1177/1044207318792178
SHOGREN, K. A., GARNIER-VILLARREAL, M., DOWSETT, C. y LITTLE, T. D. (2016). Exploring student, family and school predic-tors of self-determination using NLTS2 Data. Career Development and Transition for Exceptional Individuals, 39(1), 23-33. https://doi.org/10.1177/2165143414546685
SHOGREN, K. A., McCART, A. B., LYON, K. J. y SAILOR, W. S. (2015). All means all: building knowledge for inclusive school wide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173-191. https://doi.org/10.1177/1540796915586191
SHOGREN, K. A. y SHAW, L. A. (2016). The role of autonomy, self-realization and psychological empowerment in pre-dicting early adulthood outcomes for youth with disabilities. Remedial and Special Education, 37(1), 55-62. https://doi.org/10.1177/0741932515585003
SHOGREN, K. A. y SHAW, L. A. (2017). The impact of personal factors on self-determination and early adulthood out-come constructs in youth with disabilities. Journal of Disability Policy Studies, 27(4), 223-233. https://doi.org/10.1177/1044207316667732
SHOGREN, K. A., SHAW, L. A., RALEY, S. K. y WEHMEYER, M. L. (2018). The impact of personal characteristics on scores on the Self-Determination Inventory: student report in adolescents with and without disabilities. Psychology in the Schools, 55(9), 1013-1026. https://doi.org/10.1002/pits.22174
SHOGREN, K. A., WEHMEYER, M. L. y BURKE, M. (2017). Self-determination. En K. A. SHOGREN, M. L. WEHMEYER y N. N. SINGH (Eds.), Handbook of positive psychology in intellectual and developmental disabilities. Translating research into practice (pp. 49-64). Springer Series on Child and Family Studies.
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B. y PAEK, Y. (2013). Exploring personal and school environment characte-ristics that predict self-determination. Exceptionality, 21(3), 147-157. https://doi.org/10.1080/09362835.2013.802231
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., FORBER-PRATT, A., LITTLE, T. y LÓPEZ, S. (2015). Causal Agency Theory: re-conceptualizing a functional model of self-determination. Education and Training in Autism and Developmen-tal Disabilities, 50(3), 251-263.
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., RIFENBARK, G. G. y LITTLE, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256-267. https://doi.org/10.1177/0022466913489733
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., SOUKUP, J. H., LITTLE, T., GARNER, N. y LAWRENCE, M. (2007). Examining individual and ecological predictors of self-determination of student with disability. Exceptional Children, 73(4), 488-509. https://doi.org/10.1177/001440290707300406
SHOGREN, K. A., WEHMEYER, M. L., SHAW, L., GRIGAL, M., HART, D., SMITH, F. y KHAMSI, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Edu-cation and Training in Autism and Developmental Disabilities, 53(2), 146-159.
UNESCO. (2016). Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar una educación inclusiva y equitativa de calidad y promover oportunida-des de aprendizaje permanente para todos. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa
VERDUGO, M. Á., GÓMEZ-VELA, M., VICENTE, E., PULIDO, R. F., BADIA, M., GONZÁLEZ-GIL, F. y CALVO, M. I. (2012). Evaluación de la conducta autodeterminada de alumnos con discapacidad intelectual y dificultades de aprendizaje. En M. Á. VERDUGO, R. CANAL, C. JERANO, M. BADIA y A. L. AGUADO (Eds.), Aplicación del paradigma de calidad de vida a la in-tervención con personas con discapacidad desde una perspectiva integral (pp. 55-66). INICO.
VERDUGO, M. Á. y SCHALOCK, R. L. (2010). Últimos avances en el enfoque y concepción de las personas con discapa-cidad intelectual. Siglo Cero, 41(4), 7-21.
VICENTE, E., GUILLÉN-MARTÍN, V. M., VERDUGO, M. Á. y CALVO, M. I. (2018). El rol de los factores personales y familiares en la autodeterminación de jóvenes con discapacidad intelectual. Psicología Educativa, 24(2), 75-83. https://doi.org/10.5093/psed2018a13
VICENTE, E., MUMBARDÓ-ADAM, C., GUILLÉN, V. M., COMA-ROSELLÓ, T., BRAVO-ÁLVAREZ, M. A. y SÁNCHEZ, S. (2020). Self-Determination in people with intellectual disability: the mediating role of opportunities. International Journal of Environmental Research and Public Health, 17, 6201. https://doi.org/10.3390/ijerph17176201
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