000170170 001__ 170170
000170170 005__ 20260407115448.0
000170170 0247_ $$2doi$$a10.1111/jppi.70053
000170170 0248_ $$2sideral$$a148693
000170170 037__ $$aART-2026-148693
000170170 041__ $$aeng
000170170 100__ $$aMartínez-Isla, Estefanía
000170170 245__ $$aPersonal Development and Inclusive Education in People With Intellectual Disability: A Subscale Aligned With the CRPD
000170170 260__ $$c2026
000170170 5060_ $$aAccess copy available to the general public$$fUnrestricted
000170170 5203_ $$aPersonal development and inclusive education are fundamental rights. However, people with intellectual disability face significant barriers in accessing these rights. Empowering them is crucial to enable the exercise of their rights and achieve full social inclusion, which can be facilitated through tools that capture their experiences in personal development and education. The United Nations Convention on the Rights of Persons with Disabilities mandates the collection of statistical data to inform policies, evaluate compliance, and identify barriers. The study aimed to refine and validate a subscale designed to monitor the fulfillment of rights to personal development and inclusive education, and to examine its relationship with age, gender, and type of education (inclusive or mainstream). A total of 237 people in Spain participated in the study, using the pilot self‐report or third‐party version of the subscale related to personal development and inclusive education rights, which is part of the #Rights4MeToo Scale. This group included 138 students with intellectual disability, 15 family members, and 84 professionals. The analyses confirmed that the subscale has adequate evidence of reliability and validity. No significant relationships were found between the rights to personal development and inclusive education and age, gender, or educational setting among participants. The final version of the subscale serves as a valuable tool for monitoring these rights, crucial for planning policy and interventions to improve the quality of life for people with intellectual disability. To maximize outcomes in personal development and inclusive education, comprehensive sexuality education, flexible educational environments, vocational training tailored to individual aspirations, and inclusive recreational opportunities are needed.
000170170 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/AEI/PID2019-105737RB-I00
000170170 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000170170 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000170170 700__ $$aMorán, M. Lucía
000170170 700__ $$aGarcía-Fernández, Jaime
000170170 700__ $$0(orcid)0009-0005-8409-161X$$aPérez-Curiel, Patricia
000170170 700__ $$0(orcid)0000-0003-0394-5205$$aVicente, Eva$$uUniversidad de Zaragoza
000170170 700__ $$aGómez, Laura E.
000170170 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000170170 773__ $$g23, 1 (2026), e70053 [13 pp.]$$pJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES$$tJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES$$x1741-1122
000170170 8564_ $$s1202320$$uhttps://zaguan.unizar.es/record/170170/files/texto_completo.pdf$$yVersión publicada
000170170 8564_ $$s2528098$$uhttps://zaguan.unizar.es/record/170170/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000170170 909CO $$ooai:zaguan.unizar.es:170170$$particulos$$pdriver
000170170 951__ $$a2026-03-26-14:30:58
000170170 980__ $$aARTICLE