Self-Determination and Creating a Society for All

• Authors: Michael L. Wehmeyer

Title variants

PL

SAMOSTANOWIENIE I TWORZENIE SPOŁECZEŃSTWA DLA WSZYSTKICH

• Languages of publication: PL EN

Abstracts

PL

Społeczeństwa sprawiedliwe, czyli społeczeństwa dla wszystkich, opierają są na zasadach określonych w konwencji ONZ o prawach osób niepełnosprawnych, m.in. na artykule trzecim, w którym określone są jej ogólne zasady, takie jak „poszanowanie przyrodzonej godności, autonomii osoby, w tym swobody dokonywania wyborów, a także poszanowanie niezależności osoby”. W prezentowanym artykule przedstawiona jest opinia, że u podstaw tego typu zasad oraz budowy społeczeństwa sprawiedliwego i włączającego leży upodmiotowienie i aktywizacja osób z niepełnosprawnością, tak aby były niezależne i mogły decydować o sobie. Tekst opisuje koncep‑ cje samodeterminacji, jej użycie w kontekście niepełnosprawności, rozwój, jak również badania dotyczące samodeterminacji i młodych osób z niepełnosprawnością. We wnioskach określone jest, dlaczego samodeterminacja jest tak ważna przy tworzeniu społeczeństwa dla wszystkich.

EN

Just societies – societies for all – are established based upon principles such as those articula‑ ted in the United Nations Convention of the Rights of Persons with Disabilities, including “respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons,” as stated first in the CRPD general principles. This article asserts that at the heart of achieving principles such as these and, ultimately, to achieve just and inclusive societies, we must focus on enabling and empowering people with disabilities to become self‑ -determined. The article provides an overview of the use of the self-determination construct, its application in the disability context, its development, and briefly examines research pertaining to self-determination and youth and young adults with disabilities. The chapter concludes with a return to why self-determination is important to establish societies for all.

Keywords

PL

samodeterminacja; autonomia; sprawczość; wybór; preferencja; podejmowanie wyboru

EN

self-determination; autonomy; causal agency; choice; preference; decision-making

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Człowiek - Niepełnosprawność - Społeczeństwo
• Year: 2018
• Issue: 3(41)
• Pages: 5-14

Contributors

author

Michael L. Wehmeyer

• University of Kansas, 1200 Sunnyside Avenue, Lawrence, KS 66045; tel. [phone]

References

• Adams, N., Little, T.D., Ryan, R.M. (2017). Self-determination theory. In: M.L. Wehmeyer, K.A. Shogren, T.D. Little, S.J. Lopez (Eds.), Development of Self-Determination Through the Life-Course (pp. 47–54). New York: Springer.
• Algozzine, B., Browder, D., Karvonen, M., Test, D.W., Wood, W.M. (2001). Effects of interven‑ tions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277.
• Angyal, A. (1941). Foundations for a science of personality. Cambridge, MA: Harvard University Press.
• Deci, E.L., Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
• Deci, E.L., Ryan, R.M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
• Deci, E.L., Ryan, R.M. (2012). Motivation, personality, and development within embedded social contexts: An overview of Self-Determination Theory. In: R.M. Ryan (Ed.), The Oxford Handbook of Human Motivation (pp. 85–107). Oxford, UK: Oxford University Press.
• Heater, D. (1994). National self-determination: Woodrow Wilson and his legacy. New York: St. Martin’s Press.
• Lachapelle, Y., Wehmeyer, M.L., Haelewyck, M.C., Courbois, Y., Keith, K.D., Schalock, R., Verdugo, M.A., Walsh, P.N. (2005). The relationship between quality of life and self-determi‑ nation: An international study. Journal of Intellectual Disability Research, 49, 740–744.
• Lee, S.H., Wehmeyer, M.L., Shogren, K.A. (2015). The effect of instruction with the Self-Deter‑ mined Learning Model of Instruction on students with disabilities: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 50, 237–247.
• Lee, S.H., Wehmeyer, M.L., Soukup, J.H., Palmer, S.B. (2010). Impact of curriculum modifica‑ tions on access to the general education curriculum for students with disabilities. Exceptional Children, 76, 213–233.
• Little, T.D., Hawley, P.H., Henrich, C.C., Marsland, K. (2002). Three views of the agentic self: A developmental synthesis. In: E.L. Deci, R.M. Ryan (Eds.), Handbook of Self-Determination Research (pp. 389–404). Rochester, NY: University of Rochester Press.
• Little, T.D., Snyder, R., Wehmeyer, M.L. (2006). The agentic self: On the nature and origins of personal agency across the lifespan. In: D. Mroczek, T.D. Little (Eds.), The Handbook of Personality Development (pp. 61–79). Mahwah, NJ: Lawrence Erlbaum and Associates.
• Nirje, B. (1972). The right to self-determination. In: W. Wolfensberger (Ed.), Normalization: The Principle of Normalization (pp. 176–200). Toronto: National Institute on Mental Re‑ tardation.
• Nota, L., Ferrari, L., Soresi, S., Wehmeyer, M.L. (2007). Self-determination, social abilities, and the quality of life of people with intellectual disabilities. Journal of Intellectual Disability Research, 51, 850–865.
• Palmer, S., Wehmeyer, M.L. (1998). Students’ expectations of the future: Hopelessness as a barrier to self-determination. Mental Retardation, 36, 128–136.
• Ryan, R.M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397–427.
• Ryan, R.M., Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motiva‑ tion, social development, and well-being. American Psychologist, 55, 68–78
• Shogren, K.A., Little, T.D., Wehmeyer, M.L. (2017). Human agentic theories and the development of self-determination. In: M.L. Wehmeyer, K.A. Shogren, T.D. Little, S.J. Lopez (Eds.), Development of Self-Determination Through the Life-Course (pp. 17–26). New York: Springer.
• Shogren, K.A., Lopez, S.J., Wehmeyer, M.L., Little, T.D., Pressgrove, C.L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. Journal of Positive Psychology, 1, 37–52.
• Shogren, K., Palmer, S., Wehmeyer, M.L., Williams-Diehm, K., Little, T. (2012). Effect of inter‑ vention with the Self-Determined Learning Model of Instruction on access and goal attain‑ ment. Remedial and Special Education, 33(5), 320–330.
• Shogren, K.A., Wehmeyer, M.L. (2016). Relationship between basic psychological needs, motivation, causal action, and self-determination. Lawrence, KS: Kansas University Center on Developmental Disabilities.
• Shogren, K.A., Wehmeyer, M.L., Palmer, S.B. (2017). Causal agency theory. In: M.L. Wehmeyer, K.A. Shogren, T.D. Little, S.J. Lopez (Eds.), Development of Self-Determination Through the Life-Course (pp. 55–67). New York: Springer.
• Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Forber-Pratt, A., Little, T., Lopez, S. (2015). Causal Agency Theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50, 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. Journal of Special Education, 53, 30–41.
• Stancliffe, R., Wehmeyer, M.L. (1995). Variability in the availability of choice to adults with mental retardation. The Journal of Vocational Rehabilitation, 5, 319–328.
• Stroman, D.F. (2002). The disability rights movement: From deinstitutionalization to self-determination. Lanham, MD: University Press of America.
• United Nations. (2006). Convention on the Rights of Persons with Disabilities. Accessed online April 25, 2018. Retrieved from http://www.un.org/disabilities/documents/convention/convopt‑ prot-e.pdf.
• Wehmeyer, M.L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302–314.
• Wehmeyer, M.L., Bolding, N. (1999). Self-determination across living and working environments: A matched-samples study of adults with mental retardation. Mental Retardation, 37, 353–363.
• Wehmeyer, M.L., Kelchner, K. (1995). Measuring the autonomy of adolescents and adults with mental retardation: A self-report form of the Autonomous Functioning Checklist. Career Development for Exceptional Individuals, 18, 3–20.
• Wehmeyer, M.L., Metzler, C. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Mental Retardation, 33, 111–119.
• Wehmeyer, M.L., Palmer, S., Shogren, K., Williams-Diehm, K., Soukup, J. (2012). Establishing a causal relationship between interventions to promote self-determination and enhanced stu‑ dent self-determination. Journal of Special Education, 46, 195–210.
• Wehmeyer, M.L., Schwartz, M. (1998). The relationship between self-determination, quality of life, and life satisfaction for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3–12.
• Wehmeyer, M.L., Shogren, K.A., Little, T.D., Lopez, S.J. (2017). Development of self-determination through the life-course. New York: Springer.
• Wehmeyer, M.L., Shogren, K., Palmer, S., Williams-Diehm, K., Little, T., Boulton, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self-determination. Exceptional Children, 78, 135–153.
• Williams-Diehm, K., Wehmeyer, M.L., Palmer, S., Soukup, J.H., Garner, N. (2008). Self-deter‑ mination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities, 14, 25–36.

Identifiers

DOI

10.5604/01.3001.0012.7816