Perceptions and Experiences of Self-determination of Students and Youth with Intellectual Disabilities in Korea

Abstract

Despite increasing emphasis and a growing body of research on self-determination, few studies have examined perceptions and experiences of self-determination from the perspectives of students with disabilities in Korea. This study explored perceptions and experiences of self-determination of Korean students and youth with intellectual disability to identify factors that affect self-determination and directions for future research regarding instructional supports that promote self-determination. For this purpose, individual interviews were conducted with 19 students and youth with intellectual disability. The collected data were analyzed using the constant comparative method. The analysis generated the following four main themes: (a) awareness of self-determination, (b) practices of self-determined behaviors, (c) goals for transition to adulthood, and (d) plans for achieving transition goals. The findings revealed the impact of experience on perceptions of self-determination and the impact of culture on experiences of self-determination. This paper discusses the implications of these findings for future research regarding instructional supports that promote the self-determination of students with intellectual disability, taking into account experiential and cultural factors.