Keys to Future in the Care and Support for People with Intellectual and Developmental Disabilities. What Tell us Science?
Abstract This article describes the contributions of a round table whose main purpose was to respond, by three experts, a series of topics, with the look anytime in the next ten years, such as: the evolution of the concepts of intelligence and adaptive behavior; the diagnostic evaluation of disability; the quality of life as a source of information to evaluate the policies, as well as the practices of the services; the conditions that must have a service to make it really a service focused on the person; services based in the community; the needs of supporting families; the role of the parents; either the own participation of persons with disabilities in the development of services. The discussion was organized on the basis of three large blocks of content: diagnostic elements, constructs in the field of intellectual disabilities, and provision of support. This article ends with a Decalogue of conclusions based on the arguments of the parties.
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CASTELLÓ, A. (2002). Delimitación conceptual de la inteligencia. Un análisis de las dimensiones física, funcional y conductual. Boletín de Psicología, 74, 7-26
CASTELLÓ, A. (2010). Intel•ligència al segle XXI. Perspectiva Escolar, 345, 2-12.
CASTELLÓ, A. y CANO, M. (2011). Inteligencia interpersonal: conceptos clave. Revista Electrónica Interuniversitaria de Formación del Profesorado, vol. 14, 3.
GREENSPAN, S. (1979). Social intelligence in the retarded. En N. R. ellis (Ed.), Handbook of mental deficiency, psychological theory and research, 2nd edition (pp. 483-531). Hillsdale, NJ: Erlbaum.
GREENSPAN, S. (1981). Social competence and handicapped individuals: Implications of a proposed model. En B. K. KeoGh (Ed.), Advances in Special Education, 3 (pp. 41-82).
GREENSPAN, S. (1994). Review of the 1992 AAMR Definition, Classification, and Systems of Supports. American Journal on Mental Retardation, 98, 544-549.
GREENSPAN, S. I. (1997). The growth of the mind: And the endangered origins of intelligence. New York: Addison-Wesley
GREENSPAN, S. (1999). What is meant by mental retardation? International Review of Psychiatry, 11, 6-18.
http://dx.doi.org/10.1080/09540269974474
GREENSPAN, S. (2006). Mental retardation in the real world: Why the AAMR definition is not there yet. En H. N. switzKy y s. GreenspAn (Eds.), What is MR: Ideas for an evolving disability (pp. 165-183). Washington, DC: American Association on Mental Retardation.
GREENSPAN, S. y GRANFIELD, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal of Mental Retardation, 96, 4, 442-453.
GREENSPAN, S., SWITZSKY, H. y GRANFIELD, J. (1995). Everyday intelligence and adaptive behavior: A theoretical framework. En J. JACobson y J. MuliCK (Eds.), Manual on diagnosis and professional practice in mental retardation. Washington, DC.: American Psychological Association.
GREENSPAN, S., SWITZSKY, H. y WOODS, G. W. (2011). Intelligence involves risk-awareness and intellectual disability involves risk-unawareness: Implications of a theory of common sense. Journal on Intellectual and Developmental Disability, 36 (4), 246-257.
http://dx.doi.org/10.3109/13668250.2011.626759
SCHALOCK, R. L. (1998a). A quest for quality: Achieving organizational outputs and personal outcomes. En J. GArdner y S. nudler (Eds.), Leadership, quality, and organizational dynamics. Baltimore: Brookes.
SCHALOCK, R. L. (2001). Conducta adaptativa, competencia personal y calidad de vida. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 32, 194 17-28.
SCHALOCK, R. L. (2013). Integrando el concepto de calidad de vida y la información de la Escala de Intensidad de Apoyos en planes individuales de apoyo. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 44, 245, 6-21.
SHOGREN, K. A. (2011). Culture and self-determination: A review of the literature and directions for future research and practice. Career Development for Exceptional Individuals, 34, 115-127.
http://dx.doi.org/10.1177/0885728811398271
SHOGREN, K. A. (2012). Hispanic mothers' perceptions of self-determination. Research and Practice for Persons with Severe Disabilities, 37, 170-184.
http://dx.doi.org/10.2511/027494812804153561
SHOGREN, K. A. (2013). Considering context: An integrative concept for promoting outcomes in the intellectual disability field. Intellectual and Developmental Disabilities, 51, 132-137.
http://dx.doi.org/10.1352/1934-9556-51.2.132
SHOGREN, K. A., BRADLEY, V., GÓMEZ, S., YEAGER, M. y SCHALOCK, R. L. (2011). Política pública y mejora de los resultados deseados para las personas con discapacidad intelectual. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 42, 238, 7-25.
SHOGREN, K. A. y BROUSSARD, R. (2011). Exploring self-advocates' perceptions of self-determination. Intellectual and Developmental Disabilities, 49, 86-102.
http://dx.doi.org/10.1352/1934-9556-49.2.86
SHOGREN, K. A., LANG, R., MACHALICEK, W., RISPOLI, M. y O'REILLY, M. (2011). Selfversus teacher-management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13, 87-96.
http://dx.doi.org/10.1177/1098300710384508
SHOGREN, K. A., PALMER, S. B., WEHMEYER, M. L., WILLIAMS-DIEHM, K. y LITTLE, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330.
http://dx.doi.org/10.1177/0741932511410072
SHOGREN, K. A. y PLOTNER, A. J. (2012). Characteristics of transition planning for students with intellectual disability and autism: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50, 16-30.
http://dx.doi.org/10.1352/1934-9556-50.1.16
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B. y PAEK, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality, 21, 147-157.
http://dx.doi.org/10.1080/09362835.2013.802231
VERDUGO, M. Á. y SCHALOCK, R. L. (2013). El cambio en las organizaciones de discapacidad. Madrid: Alianza Editorial.
WEHMEYER, M. L. (Ed.) (2013). Handbook of positive psychology and disability. UK: Oxford University Press.
http://dx.doi.org/10.1093/oxfordhb/9780195398786.001.0001
WEHMEYER, M. L. (Ed.) (2013). The story of intellectual disability: An evolution of meaning, understanding, and public perception. Baltimore: Paul H. Brookes.
WEHMEYER, M. L. (2013). Disability, disorder, and identity. Intellectual and Developmental Disabilities, 51 (2), 122-126.
http://dx.doi.org/10.1352/1934-9556-51.2.122
WEHMEYER, M., AGRAN, M., HUGHES, C., MARTIN, J., MITHAUG, D. E. y PALMER, S. (2007). Promoting Self-Determination in Students with Developmental Disabilities. Guilford.
WEHMEYER, M. L. y SCHALOCK, R. L. (2002). Autodeterminación y calidad de vida: implicaciones para los servicios de educación especial y para los apoyos. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 33, 201, 15-32.
WEHMEYER, M. L., PALMER, S., SHOGREN, K., WILLIAMS-DIEHM, K. y SOUKUP, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46 (4), 195-210.
http://dx.doi.org/10.1177/0022466910392377
CASTELLÓ, A. (2010). Intel•ligència al segle XXI. Perspectiva Escolar, 345, 2-12.
CASTELLÓ, A. y CANO, M. (2011). Inteligencia interpersonal: conceptos clave. Revista Electrónica Interuniversitaria de Formación del Profesorado, vol. 14, 3.
GREENSPAN, S. (1979). Social intelligence in the retarded. En N. R. ellis (Ed.), Handbook of mental deficiency, psychological theory and research, 2nd edition (pp. 483-531). Hillsdale, NJ: Erlbaum.
GREENSPAN, S. (1981). Social competence and handicapped individuals: Implications of a proposed model. En B. K. KeoGh (Ed.), Advances in Special Education, 3 (pp. 41-82).
GREENSPAN, S. (1994). Review of the 1992 AAMR Definition, Classification, and Systems of Supports. American Journal on Mental Retardation, 98, 544-549.
GREENSPAN, S. I. (1997). The growth of the mind: And the endangered origins of intelligence. New York: Addison-Wesley
GREENSPAN, S. (1999). What is meant by mental retardation? International Review of Psychiatry, 11, 6-18.
http://dx.doi.org/10.1080/09540269974474
GREENSPAN, S. (2006). Mental retardation in the real world: Why the AAMR definition is not there yet. En H. N. switzKy y s. GreenspAn (Eds.), What is MR: Ideas for an evolving disability (pp. 165-183). Washington, DC: American Association on Mental Retardation.
GREENSPAN, S. y GRANFIELD, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal of Mental Retardation, 96, 4, 442-453.
GREENSPAN, S., SWITZSKY, H. y GRANFIELD, J. (1995). Everyday intelligence and adaptive behavior: A theoretical framework. En J. JACobson y J. MuliCK (Eds.), Manual on diagnosis and professional practice in mental retardation. Washington, DC.: American Psychological Association.
GREENSPAN, S., SWITZSKY, H. y WOODS, G. W. (2011). Intelligence involves risk-awareness and intellectual disability involves risk-unawareness: Implications of a theory of common sense. Journal on Intellectual and Developmental Disability, 36 (4), 246-257.
http://dx.doi.org/10.3109/13668250.2011.626759
SCHALOCK, R. L. (1998a). A quest for quality: Achieving organizational outputs and personal outcomes. En J. GArdner y S. nudler (Eds.), Leadership, quality, and organizational dynamics. Baltimore: Brookes.
SCHALOCK, R. L. (2001). Conducta adaptativa, competencia personal y calidad de vida. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 32, 194 17-28.
SCHALOCK, R. L. (2013). Integrando el concepto de calidad de vida y la información de la Escala de Intensidad de Apoyos en planes individuales de apoyo. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 44, 245, 6-21.
SHOGREN, K. A. (2011). Culture and self-determination: A review of the literature and directions for future research and practice. Career Development for Exceptional Individuals, 34, 115-127.
http://dx.doi.org/10.1177/0885728811398271
SHOGREN, K. A. (2012). Hispanic mothers' perceptions of self-determination. Research and Practice for Persons with Severe Disabilities, 37, 170-184.
http://dx.doi.org/10.2511/027494812804153561
SHOGREN, K. A. (2013). Considering context: An integrative concept for promoting outcomes in the intellectual disability field. Intellectual and Developmental Disabilities, 51, 132-137.
http://dx.doi.org/10.1352/1934-9556-51.2.132
SHOGREN, K. A., BRADLEY, V., GÓMEZ, S., YEAGER, M. y SCHALOCK, R. L. (2011). Política pública y mejora de los resultados deseados para las personas con discapacidad intelectual. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 42, 238, 7-25.
SHOGREN, K. A. y BROUSSARD, R. (2011). Exploring self-advocates' perceptions of self-determination. Intellectual and Developmental Disabilities, 49, 86-102.
http://dx.doi.org/10.1352/1934-9556-49.2.86
SHOGREN, K. A., LANG, R., MACHALICEK, W., RISPOLI, M. y O'REILLY, M. (2011). Selfversus teacher-management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13, 87-96.
http://dx.doi.org/10.1177/1098300710384508
SHOGREN, K. A., PALMER, S. B., WEHMEYER, M. L., WILLIAMS-DIEHM, K. y LITTLE, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330.
http://dx.doi.org/10.1177/0741932511410072
SHOGREN, K. A. y PLOTNER, A. J. (2012). Characteristics of transition planning for students with intellectual disability and autism: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50, 16-30.
http://dx.doi.org/10.1352/1934-9556-50.1.16
SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B. y PAEK, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality, 21, 147-157.
http://dx.doi.org/10.1080/09362835.2013.802231
VERDUGO, M. Á. y SCHALOCK, R. L. (2013). El cambio en las organizaciones de discapacidad. Madrid: Alianza Editorial.
WEHMEYER, M. L. (Ed.) (2013). Handbook of positive psychology and disability. UK: Oxford University Press.
http://dx.doi.org/10.1093/oxfordhb/9780195398786.001.0001
WEHMEYER, M. L. (Ed.) (2013). The story of intellectual disability: An evolution of meaning, understanding, and public perception. Baltimore: Paul H. Brookes.
WEHMEYER, M. L. (2013). Disability, disorder, and identity. Intellectual and Developmental Disabilities, 51 (2), 122-126.
http://dx.doi.org/10.1352/1934-9556-51.2.122
WEHMEYER, M., AGRAN, M., HUGHES, C., MARTIN, J., MITHAUG, D. E. y PALMER, S. (2007). Promoting Self-Determination in Students with Developmental Disabilities. Guilford.
WEHMEYER, M. L. y SCHALOCK, R. L. (2002). Autodeterminación y calidad de vida: implicaciones para los servicios de educación especial y para los apoyos. Siglo Cero: Revista Española sobre Discapacidad Intelectual, vol. 33, 201, 15-32.
WEHMEYER, M. L., PALMER, S., SHOGREN, K., WILLIAMS-DIEHM, K. y SOUKUP, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46 (4), 195-210.
http://dx.doi.org/10.1177/0022466910392377
Giné Giné, C., Montero Centeno, D., Verdugo Alonso, M. Ángel, Rueda Quitllet, P., & Vert Tapia, S. (2015). Keys to Future in the Care and Support for People with Intellectual and Developmental Disabilities. What Tell us Science?. Siglo Cero, 46(1), 81–106. https://doi.org/10.14201/scero201546181106
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