Education for Students with Developmental Disabilities †Samples

Question: Discuss about the Education for Students with Developmental Disabilities. Answer: This answer mainly discusses about the self-determination and choice making in those people who are encountered with disability along with the challenges that teachers and supporting workers are facing for promoting the same in them. Self-determination is a psychological establishment that is used to a context of education and it further implicit that individual generate themselves to behave in a definite manner as contradictory to someone or objects causing them to behave in some other ways. However, as research findings suggest that individuals with intellectual and developmental disabilities are less determined in comparison to those who are nondisabled. However, research further states that there are potentials in those who are disabled to become self determined if the teachers or the disability support workers promote it. Wehmeyer and his colleagues suggests a functional theory based on self-determination which highlights that self-determination must be explained and the behaviors which are self determined are recognized by those functions that they provide to the individual(Wehmeyer Abery, 2013). Moreover, as the theoretical framework of self-determination further explains that self-determination is often refer to actions those are volitional that allow one to behave as the prime causal agent in an individuals life and to continue with or improve the quality of the individuals life. The four main characteristics of self-determined actions, which are highlighted under this framework is as follows- the individuals is found to perform independently the actions are mainly self-regulated the individual initiated and acknowledged to the situations in a psychologically entitled way the individual however, serves in a self realizing way Moreover, Abery and Stancliffe have also suggested an ecological model that is based on self-determination. This model further defines self-determination to be a complicated process that has the eventual goal that is to attain the degree of personal control over the life of an individual, which the person desires inside to be falling in those important areas of his life(Shogren, Plotner, Palmer, Wehmeyer, Paek, 2014). However, teachers and disability support workers find it challenging while they are promoting self-determination among those individuals with disabilities. The challenges are thus, as follows- Individuals with learning disabilities are generally accompanies by an unseen disability. In various cultures disability is a stigmatizing thus, many students do not want to accept their disabilities. Thus, when they are denying their disabilities this means that it is decreasing the resources available for them because most of the resources need the individual to acknowledge their disability so that they can be benefited in their post secondary education or advantages in employments in order to utilize the resource. Thus, it is a challenge to the teachers and disability support workers if the students himself does not acknowledge their disabilities and hide them to avoid the perceptions or the misperceptions of others about them(Brown, Hatton, Emerson, 2013). Another huge challenge is that disabilities lack the understanding of their own strengths and weaknesses and approval of their self-form for making impactful choice or decision-making. As many prefers to hide their disabilities because of the societal pressures thus, they restrain the developments inside them for further self-awareness or determination in themselves, therefore, making it difficult for the teachers or disability support workers to promote self-determination(Lachapelle, Wehmeyer, Walsh, 2005). Unsuitable and unsuccessful socialization skills are often cited in the researches as a huge challenge for promoting self-determination in the disabilities as positive relationships, which is greatly based on the powerful social skills those are the basics for self-determinations, or making impactful choice making. Thus, the lack of these is another limitation that the disability support workers as well as teachers face(Nota, Ferrari, Soresi, Wehmeyer, 2007). It has been also reported that individuals with disability learns being helpless and are self-deprecating. Leaned helplessness is the impact of failure that is due to their disabilities, which often make them adopt a strong belief that their past failures forecast their future failures. The very basic of making impactful choices or decisions is an individuals potential in being accurate in evaluating their strengths, weaknesses, needs or learning thus, absence of a positive logical self-concept is often identified in researches as a challenge for enhancing self-determination in them. Therefore, the challenge becomes severe when the individual with disability themselves cannot analyze or evaluate their own traits so that they can make their choices impactful and inbuilt self-determination (Sparks Cote, 2012). Thus, to conclude the answer it can be said that the teachers as well as the disability support workers who are there to promote self-determination in the disabled individuals often face many challenges to make their choice making and self-determination strong and impactful. References Brown, I. H. (2013). Quality of life indicators for individuals with intellectual disabilities: Extending current practice. Intellectual and developmental disabilities, 51(5), 316-332.doi/abs/10.1352/1934-9556-51.5.316 Lachapelle, Y. W. (2005). The relationship between quality of life and self?determination: an international study. Journal of intellectual disability research, 49(10, 740-744. doi/10.1111/j.1365-2788.2005.00743 Nota, Ferrari, Soresi, Wehmeyer, . (2007). Self?determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 850-865.doi/10.1111/j.1365-2788.2006.00939 Shogren, K. A. (2014). Impact of the self-determined learning model of instruction on teacher perceptions of student capacity and oppertunity for self-determination. Education and Training in Autism and Developmental disabilities, 440-448.org/stable/23881266 Sparks, Cote, . (2012). Teaching choice making to elementary students with mild to moderate disabilities. Intervention in School and Clinic, 290-296. doi/abs/10.1177/1053451211430123 Wehmeyer, Abery, . (2013). Self-determination and choice. Intellectual and Developmental Disabilities, 399-411.doi/abs/10.1352/1934-9556-51.5.399