Educational journals of dissemination in Spain
Abstract
The pedagogical magazines of dissemination in Spain have precedents of different modalities since the nineteenth century, both from the educational administration and from the initiatives of teachers and entrepreneurial editors, as well as sectors of the Catholic Church. But it will be above all from 1975, already in democracy and with full freedom of expression, when there is a wide movement of demand for pedagogical readers, mainly teachers. A large number of widely disseminated pedagogical magazines emerge, several of them in Catalan or Galician, that seek to satisfy the informational and training anxiety of citizens and teachers, eager to bring to their professional dedications in schools news that are produced in the world and in the whole of Spain. Therein lies the key to the success of these widely circulated educational magazines. Some begin their transition to the digital version.
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Baña-Castro, M., Losada-Puente, L., & Muñoz-Cantero, J. M. (2015). Condicionantes personales y ambientales de la conducta autodeterminada en la adolescencia con alternaciones del Desarrollo intelectual. Ciencias Psicológicas, 9(3), 283-292.
Brock, M. E., Schaefer, J. M., & 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. (2017). The promise and practice of peer support arrangements for students with intellectual and developmental disabilities. International Review of Research in Developmental Disabilities, 52, 141-174. https://doi.org/10.1016/bs.irrdd.2017.04.001
Carter, E.W., Lane, K.L., Cooney, M., Weir, K., Moss, C.K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal 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 Exceptional Individuals, 40(2), 113-122. https://doi.org/10.1177/2165143416629359
Córdoba, L., Salamanca, L. M., & Mora, A. (2019). Calidad de vida en personas con discapacidad intelectual y múltiple 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., & Vaucher, C. (2020). Partnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. Research in Developmental Disabilities, 99, 103602. doi: https://doi.org/10.1016/j.ridd.2020.103602
DiMaggio, I., Shogren, K. A., Wehmeyer, M. L., & Nota, L. (2020). Self-determination and future goals in a sample of adults with intellectual disability. Journal of Intellectual Disability Research, 64(1), 27-37. https://doi.org/10.1111/jir.12696
Fisher, M. H., Athamanah, L. S., Sung, C., & Josol, C. K. (2020). Applying the self-determination theory to develop a school-to-work peer mentoring programme to promote social inclusion. Journal of Applied Research in Intellectual Disabilities, 33(2), 296-309. https://doi.org/10.1111/jar.12673
Garrels, V., & Granlund, M. (2018). Measuring self-determination in Norweglan 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, L. E., Alcedo, M. A., Verdugo, M. A., Arias, B., Fontanil, Y., Arias, V. B., Monsalve, A., & Morán, L. (2016). Escala KidsLife: Evaluación de la calidad de vida de niños y adolescentes con discapacidad intelectual. Salamanca, España: Publicaciones INICO.
Gómez-Vela, M., & Verdugo, M. A. (2009). Cuestionario de Evaluación de Calidad de Vida de Alumnos Adolescentes. Madrid, España: CEPE.
Gómez-Vela, M., Verdugo, M.A., González-Gil, F., Badia, M., & Wehmeyer, M.L. (2012). Assessment of self-determination of Spanish students with intelectual and other educational needs. Educational and Training in Autism and Developmental Disabilities, 47(1), 48-57.
Kislyakov, P. A. (2017). Risk factors related to antisocial behavior in teenagers with intellectual disabilities. Psychology in Russia: State of the Art, 10(2), 215-227. https://doi.org/10.11621/pir.2017.0215
Losada-Puente, L., & Baña-Castro, M. (2015). Factores mediadores en la adquisición y desarrollo de la autodeterminación en adolescentes con discapacidad intelectual. Revista de Estudios e Investigación en Psicología y Educación, Extr (11), 33-37. https://doi.org/10.17979/reipe.2015.0.11.237
Mumbardó-Adam, C., Guardia-Olmos, J., Giné, C., Shogren, K., & Vicente, E. (2018). Psychometric properties of the Self-Determination Inventory: Student Report (Spanish version): a structural equation modelling approach. American Journal on Intellectual and Developmental Disabilities, 123(6), 545-557. https://doi.org/10.1352/1944-7558-123.6.545
Mumbardó-Adam, C., Shogren, K., Guàrdia-Olmos, J., & 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., & 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., & 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
Muñoz-Cantero, J.M., Losada-Puente, L., & Almeida, L.S. (2017). Quality of life, adolescence and inclusive schools: comparing regular and special needs students. Bordón, 69(1), 139-154.
Rodríguez, R. J., & 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
Shogren, K. A., & Shaw, L. A. (2016). The role of autonomy, self-realization and psychological empowerment in predicting early adulthood outcomes for youth with disabilities. Remedial and Special Education, 37(1), 55-62. https://doi.org/10.1177/0741932515585003
Shogren, K. A., & Shaw, L. A. (2017). The impact of personal factors on self-determination and early adulthood outcome constructs in youth with disabilities. Journal of Disability Policy Studies, 27(4), 223-233. https://doi.org/10.1177/1044207316667732
Shogren, K. A., Burke, K. M., Antosh, A. A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A., & 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., & Little, T. D. (2016). Exploring student, family and school predictors 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., Little, T. D., Grandfield, E., Raley, S., Wehmeyer, M. L., Lang, K. M., & Shaw, L. A. (2020). The Self-Determination Inventory-Student Report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 110-120. https://doi.org/10.1177/1534508418788168
Shogren, K. A., McCart, A. B., Lyon, K. J., & 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., Shaw, L. A., Raley, S. K., & 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., Palmer, S. B., & Paek, Y. (2013). Exploring personal and school environment characteristics 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. J., Little, T. J., & Lopez, S. J. (2014a). Self-Determination Inventory: Parent/teacher report [Pilot version]. Lawrence: Kansas University Center on Developmental Disabilities.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. J. (2014b). Self-Determination Inventory: Student-report [Pilot version]. Lawrence: Kansas University Center on Developmental Disabilities.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T., & López, S. (2015). Causal Agency Theory: Reconceptualizing a functional model of self-determination. Education and training in autism and developmental disabilities, 50(3), 251-263.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & 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., & 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., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146-159.
Shogren, K.A., Kennedy, W.K., Dowsett, C., & Little, T.D. (2014). Autonomy, psychological empowerment and self-realization: Exploring data on self-determination from NLTS2. Exceptional Children, 80(2), 221-235.
Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation. Research in Developmental Disabilities, 38, 18–29. https://doi.org/10.1016/j.ridd.2014.10.008
Verdugo, M. A., & Schalock, R. L., (2010). Últimos avances en el enfoque y concepción de las personas con discapacidad intelectual. Siglo Cero, 41(4), 7-21.
Verdugo, M. A., Gómez-Vela, M., Vicente, E., Pulido, R. F., Badia, M., González-Gil, F. y Calvo, I. (2012). Evaluación de la conducta autodeterminada de alumnos con discapacidad intelectual y dificultades de aprendizaje. En M. A. Verdugo, R. Canal, C. Jerano, M. Badia, & A. L. Aguado (Eds.), Aplicación del paradigma de calidad de vida a la intervención con personas con discapacidad desde una perspectiva integral (pp. 55-66). Salamanca: INICO.
Verdugo, M. A., Vicente, E., Gómez-Vela, M., Pulido, R. F., Wehmeyer, M. L., Badia, M., González-Gil, F., & Calvo, M. I. (2014). Escala ARC-INICO de Evaluación de la Autodeterminación. Manual de aplicación y corrección. Salamanca, España: Publicaciones INICO.
Vicente, E., Guillén-Martín, V. M., Verdugo, M. A., & 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., Verdugo, M. A., Gómez-Vela, M., Fernández-Pulido, R., Wehmeyer, M. L., & Guillén, M. V. (2019). Personal characteristics and school contextual variables associated with student self-determination in Spanish context. Journal of Intellectual and Developmental Disability, 44(1), 23-34. https://doi.org/10.3109/13668250.2017.1310828
Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale. Arlington, TX: The Arc of the United States.
Wehmeyer, M. L. (2020). Self-determination in adolescents and adults with intellectual and developmental disabilities. Current Opinion in Psychiatry, 33(2), 81-85. https://doi.org/10.1097/YCO.0000000000000576
Wehmeyer, M. L., Abery, B. H., Zhang, D., Ward, K., Willis, D., Hossain, W. A., … Walker, H. M. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19(1), 19-30. https://doi.org/10.1080/09362835.2011.537225
Wehmeyer, M. L., Little, T. D., Lopez, S. J., & Shogren, K. A. (2014). The Arc’s Self-Determination Scale – Postsecondary Version. Lawrence, KS: Kansas University Center on Developmental Disabilities.
Wehmeyer, M.L., & Abery, B.H. (2013). Self-determination and choice. Intellectual and Developmental Disabilities, 51(5), 399-411.
Wolman, J. M., Campeau, P. L., DuBois, P. A., Mithaug, D. E., & Stolarski, V. S. (1994). AIR Self-Determination Scale and User Guide. Palo Alto, CA: American Institutes for Research.
Brock, M. E., Schaefer, J. M., & 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. (2017). The promise and practice of peer support arrangements for students with intellectual and developmental disabilities. International Review of Research in Developmental Disabilities, 52, 141-174. https://doi.org/10.1016/bs.irrdd.2017.04.001
Carter, E.W., Lane, K.L., Cooney, M., Weir, K., Moss, C.K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal 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 Exceptional Individuals, 40(2), 113-122. https://doi.org/10.1177/2165143416629359
Córdoba, L., Salamanca, L. M., & Mora, A. (2019). Calidad de vida en personas con discapacidad intelectual y múltiple 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., & Vaucher, C. (2020). Partnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. Research in Developmental Disabilities, 99, 103602. doi: https://doi.org/10.1016/j.ridd.2020.103602
DiMaggio, I., Shogren, K. A., Wehmeyer, M. L., & Nota, L. (2020). Self-determination and future goals in a sample of adults with intellectual disability. Journal of Intellectual Disability Research, 64(1), 27-37. https://doi.org/10.1111/jir.12696
Fisher, M. H., Athamanah, L. S., Sung, C., & Josol, C. K. (2020). Applying the self-determination theory to develop a school-to-work peer mentoring programme to promote social inclusion. Journal of Applied Research in Intellectual Disabilities, 33(2), 296-309. https://doi.org/10.1111/jar.12673
Garrels, V., & Granlund, M. (2018). Measuring self-determination in Norweglan 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, L. E., Alcedo, M. A., Verdugo, M. A., Arias, B., Fontanil, Y., Arias, V. B., Monsalve, A., & Morán, L. (2016). Escala KidsLife: Evaluación de la calidad de vida de niños y adolescentes con discapacidad intelectual. Salamanca, España: Publicaciones INICO.
Gómez-Vela, M., & Verdugo, M. A. (2009). Cuestionario de Evaluación de Calidad de Vida de Alumnos Adolescentes. Madrid, España: CEPE.
Gómez-Vela, M., Verdugo, M.A., González-Gil, F., Badia, M., & Wehmeyer, M.L. (2012). Assessment of self-determination of Spanish students with intelectual and other educational needs. Educational and Training in Autism and Developmental Disabilities, 47(1), 48-57.
Kislyakov, P. A. (2017). Risk factors related to antisocial behavior in teenagers with intellectual disabilities. Psychology in Russia: State of the Art, 10(2), 215-227. https://doi.org/10.11621/pir.2017.0215
Losada-Puente, L., & Baña-Castro, M. (2015). Factores mediadores en la adquisición y desarrollo de la autodeterminación en adolescentes con discapacidad intelectual. Revista de Estudios e Investigación en Psicología y Educación, Extr (11), 33-37. https://doi.org/10.17979/reipe.2015.0.11.237
Mumbardó-Adam, C., Guardia-Olmos, J., Giné, C., Shogren, K., & Vicente, E. (2018). Psychometric properties of the Self-Determination Inventory: Student Report (Spanish version): a structural equation modelling approach. American Journal on Intellectual and Developmental Disabilities, 123(6), 545-557. https://doi.org/10.1352/1944-7558-123.6.545
Mumbardó-Adam, C., Shogren, K., Guàrdia-Olmos, J., & 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., & 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., & 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
Muñoz-Cantero, J.M., Losada-Puente, L., & Almeida, L.S. (2017). Quality of life, adolescence and inclusive schools: comparing regular and special needs students. Bordón, 69(1), 139-154.
Rodríguez, R. J., & 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
Shogren, K. A., & Shaw, L. A. (2016). The role of autonomy, self-realization and psychological empowerment in predicting early adulthood outcomes for youth with disabilities. Remedial and Special Education, 37(1), 55-62. https://doi.org/10.1177/0741932515585003
Shogren, K. A., & Shaw, L. A. (2017). The impact of personal factors on self-determination and early adulthood outcome constructs in youth with disabilities. Journal of Disability Policy Studies, 27(4), 223-233. https://doi.org/10.1177/1044207316667732
Shogren, K. A., Burke, K. M., Antosh, A. A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A., & 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., & Little, T. D. (2016). Exploring student, family and school predictors 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., Little, T. D., Grandfield, E., Raley, S., Wehmeyer, M. L., Lang, K. M., & Shaw, L. A. (2020). The Self-Determination Inventory-Student Report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 110-120. https://doi.org/10.1177/1534508418788168
Shogren, K. A., McCart, A. B., Lyon, K. J., & 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., Shaw, L. A., Raley, S. K., & 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., Palmer, S. B., & Paek, Y. (2013). Exploring personal and school environment characteristics 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. J., Little, T. J., & Lopez, S. J. (2014a). Self-Determination Inventory: Parent/teacher report [Pilot version]. Lawrence: Kansas University Center on Developmental Disabilities.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. J. (2014b). Self-Determination Inventory: Student-report [Pilot version]. Lawrence: Kansas University Center on Developmental Disabilities.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T., & López, S. (2015). Causal Agency Theory: Reconceptualizing a functional model of self-determination. Education and training in autism and developmental disabilities, 50(3), 251-263.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & 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., & 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., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146-159.
Shogren, K.A., Kennedy, W.K., Dowsett, C., & Little, T.D. (2014). Autonomy, psychological empowerment and self-realization: Exploring data on self-determination from NLTS2. Exceptional Children, 80(2), 221-235.
Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation. Research in Developmental Disabilities, 38, 18–29. https://doi.org/10.1016/j.ridd.2014.10.008
Verdugo, M. A., & Schalock, R. L., (2010). Últimos avances en el enfoque y concepción de las personas con discapacidad intelectual. Siglo Cero, 41(4), 7-21.
Verdugo, M. A., Gómez-Vela, M., Vicente, E., Pulido, R. F., Badia, M., González-Gil, F. y Calvo, I. (2012). Evaluación de la conducta autodeterminada de alumnos con discapacidad intelectual y dificultades de aprendizaje. En M. A. Verdugo, R. Canal, C. Jerano, M. Badia, & A. L. Aguado (Eds.), Aplicación del paradigma de calidad de vida a la intervención con personas con discapacidad desde una perspectiva integral (pp. 55-66). Salamanca: INICO.
Verdugo, M. A., Vicente, E., Gómez-Vela, M., Pulido, R. F., Wehmeyer, M. L., Badia, M., González-Gil, F., & Calvo, M. I. (2014). Escala ARC-INICO de Evaluación de la Autodeterminación. Manual de aplicación y corrección. Salamanca, España: Publicaciones INICO.
Vicente, E., Guillén-Martín, V. M., Verdugo, M. A., & 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., Verdugo, M. A., Gómez-Vela, M., Fernández-Pulido, R., Wehmeyer, M. L., & Guillén, M. V. (2019). Personal characteristics and school contextual variables associated with student self-determination in Spanish context. Journal of Intellectual and Developmental Disability, 44(1), 23-34. https://doi.org/10.3109/13668250.2017.1310828
Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale. Arlington, TX: The Arc of the United States.
Wehmeyer, M. L. (2020). Self-determination in adolescents and adults with intellectual and developmental disabilities. Current Opinion in Psychiatry, 33(2), 81-85. https://doi.org/10.1097/YCO.0000000000000576
Wehmeyer, M. L., Abery, B. H., Zhang, D., Ward, K., Willis, D., Hossain, W. A., … Walker, H. M. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19(1), 19-30. https://doi.org/10.1080/09362835.2011.537225
Wehmeyer, M. L., Little, T. D., Lopez, S. J., & Shogren, K. A. (2014). The Arc’s Self-Determination Scale – Postsecondary Version. Lawrence, KS: Kansas University Center on Developmental Disabilities.
Wehmeyer, M.L., & Abery, B.H. (2013). Self-determination and choice. Intellectual and Developmental Disabilities, 51(5), 399-411.
Wolman, J. M., Campeau, P. L., DuBois, P. A., Mithaug, D. E., & Stolarski, V. S. (1994). AIR Self-Determination Scale and User Guide. Palo Alto, CA: American Institutes for Research.
Educational journals of dissemination in Spain. (2021). Aula, 27, 33-47. https://doi.org/10.14201/aula2021273347
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