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Self-Determination in Students With Intellectual Disability: Parents' Perceptions and Associated Predictors
Yunfeng Wang1, Chunling Liu2, Ziwen Wang3
1College of Child Development and Education, Zhejiang Normal University, Hangzhou, China.
Background:
Parents play a critical role in supporting the self-determination of students with intellectual disability. However, little is known about Chinese parents' ratings of self-determination in this population and related factors, particularly within the framework of Causal Agency Theory.
Method:
Guided by Causal Agency Theory, this study examined Chinese parents' ratings of self-determination in students with intellectual disability and the factors predicting those ratings. A total of 262 parents completed the Self-Determination Inventory: Parent/Teacher Report Chinese Translation and a Student Information Questionnaire. Data were analysed using descriptive statistics, group difference tests, Pearson correlations and multiple linear regression.
Results:
Parents rated students' self-determination at a moderate level. Severity of intellectual disability was the only significant predictor of parents' ratings.
Conclusions:
These findings highlight the need to help parents create opportunities for self-determined action across levels of intellectual disability and provide support that is responsive to students' individual needs.
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