000168059 001__ 168059
000168059 005__ 20260126155509.0
000168059 0247_ $$2doi$$a10.1080/1034912X.2020.1735625
000168059 0248_ $$2sideral$$a117396
000168059 037__ $$aART-2022-117396
000168059 041__ $$aeng
000168059 100__ $$aVicente Sánchez, Eva
000168059 245__ $$aSelf-determination and people with intellectual disability: a construct analysis from a professional perspective
000168059 260__ $$c2022
000168059 5060_ $$aAccess copy available to the general public$$fUnrestricted
000168059 5203_ $$aResearch in the field of disability have stressed self-determination as a key construct, both at the individual level, because of its impact on quality of life, and at the organisational level, as it stands as a fundamental concept for programmes and services design. As the construct comprehension and attributed importance may influence professionals’ practices, this study aims to explore professionals’ beliefs and knowledge about self-determination, and align them with the newest theoretical framework. Four discussion groups were held with professionals (teachers and educators working with adults) that were analysed through thematic analysis, obtaining a total of 21 indicators. Results indicate that professionals are familiar with many of the more specific self-determination components. Professionals comprehension of the construct is fairly aligned with the newest theoretical framework, although greater abstraction is needed to embrace the whole model complexity. Finally, the implications raising how professionals’ perspectives contribute to the promotion of self-determination of people with intellectual disability are discussed, and future lines of research are outlined.
000168059 536__ $$9info:eu-repo/grantAgreement/ES/MINECO-FEDER/PSI2016-75826-P
000168059 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000168059 590__ $$a1.1$$b2022
000168059 591__ $$aREHABILITATION$$b65 / 73 = 0.89$$c2022$$dQ4$$eT3
000168059 591__ $$aEDUCATION, SPECIAL$$b37 / 43 = 0.86$$c2022$$dQ4$$eT3
000168059 592__ $$a0.353$$b2022
000168059 593__ $$aHealth Professions (miscellaneous)$$c2022$$dQ2
000168059 593__ $$aHealth (social science)$$c2022$$dQ3
000168059 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ3
000168059 593__ $$aEducation$$c2022$$dQ3
000168059 594__ $$a2.2$$b2022
000168059 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000168059 700__ $$0(orcid)0000-0002-7439-8459$$aComa-Roselló, Teresa$$uUniversidad de Zaragoza
000168059 700__ $$aMumbardó-Adam, Cristina
000168059 700__ $$aSimó-Pinatella, David
000168059 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000168059 773__ $$g69, 3 (2022), 822-836$$pINTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION$$tINTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION$$x1034-912X
000168059 8564_ $$s360016$$uhttps://zaguan.unizar.es/record/168059/files/texto_completo.pdf$$yPostprint
000168059 8564_ $$s1296050$$uhttps://zaguan.unizar.es/record/168059/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000168059 909CO $$ooai:zaguan.unizar.es:168059$$particulos$$pdriver
000168059 951__ $$a2026-01-26-14:49:27
000168059 980__ $$aARTICLE