Abstract
The purpose of this study is to adapt Adaptation of AIR Self-Determination The confirmatory factor analysis (CFA) of the scale, which was translated into Turkish and studied in terms of language validity, was carried out on 220 (46.8% female, 53.2% male) special education teachers. The age range of the participants in the study was between 25 and 59, and the mean age was 36.12 (Sd ± 7.03). Sixty-four percent of the students reflected by the data in the study were female and thirty-six percent were male. According to the distribution of the disability groups, 24% of the students had autism and 76% had an intellectual disability. After establishing language, the validity and reliability of the scale of analysis was examined. Item-factor structure has been tested for compliance with a model by confirmatory factor analysis (CFA). Based on this, five-factor structure of Adaptation of AIR Self-Determination Scale has been validated. As a result of the analysis for adaptation of Adaptation of AIR Self-Determination Scale to Turkish, it can be said that the scale is a reliable and valid measurement tool.
Highlights
In today's world, all people have the right to make decisions about their own lives, which is one of the most natural facts
Individuals with intellectual disability, who are among groups that have special needs, have the right to self-determination
The findings obtained within the scope of the study revealed that the measurement model, which was consistent with the original factor structure, was supported in the Turkish culture
Summary
In today's world, all people have the right to make decisions about their own lives, which is one of the most natural facts. Self-determination is a versatile skills that includes positive competencies, such as making choices, decision-making, problem-solving, goal setting, goal achievement, self-observation, self-reinforcement, self-defense, and leadership (Wehmeyer, 1999; Martin et al, 1995) According to another definition, selfdetermination is the body of skills, knowledge, and beliefs that enable the individual to engage in goaloriented, self-regulating, and autonomous behaviors. To achieve self-determination, it is necessary that individuals know their strengths and limits as well as having the belief that they are capable and effective When individuals have these skills, they may have more opportunities to control their own lives and to take on the role of successful adults in the society they live in (Field et al, 1998). According to Wehmeyer (2007), when individuals can use their selfdetermination skills, they become the primary guiding person of their own life
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