Self-determination and academic success of people with visual disability
DOI:
https://doi.org/10.33010/ie_rie_rediech.v14i0.1643Keywords:
Self-determination, students with disabilities, higher education, educational inclusionAbstract
In this paper, we analyze the self-determination skills in four university graduates with visual disabilities. The research was based on the life story method. The results show that self-confidence and self-instruction skills were the most relevant for the interviewees. Other skills also displayed by the graduates were self-efficacy, self-awareness, goal-setting and problem-solving. At the same time, we found some barriers that intervened during the interviewees’ trajectories, especially of pedagogical nature. However, in this process, their self-determination skills helped them to describe their disability and propose alternatives to the obstacles derived from the academic contents, class activities and teaching strategies used by their professors. We conclude that, although self-determination depends to a large extent on individual will and motivation, universities can contribute to its development by implementing policies and strategies directed to the different institutional areas.
References
ANUIES (2020). Anuario estadístico de educación superior 2020-2021. Técnico superior, licenciatura y posgrado. ANUIES. http://www.anuies.mx/informacion-y-servicios/informacion-estadistica-de-educacion-superior/anuario-estadistico-de-educacion-superior
Bertaux, D. (2003). On the usefulness of life stories for a realist and meaningful sociology. En R. Humphrey, R. Miller y E. Zdravomyslova (eds.), Biografical research in Eastern Europe (pp. 39-52). Ashgate.
Bertaux, D. (2005). Los relatos de vida: perspectiva etnosociológica. Bellaterra.
Cíntora, K. L., Vargas, M. L., y González, F. (2019). Retos de la Universidad Michoacana de San Nicolás de Hidalgo ante los estudiantes con discapacidad. Sinéctica. Revista Electrónica de Educación, (53), 1-17. https://doi.org/10.31391/S2007-7033(2019)0053-006
Dorwick, P. W., Getzel, E. E., y Briel, L. W. (2004). Case studies that illustrate achieving career success in postsecondary education through self-determination and problem-solving skills. Review of Disability Studies, 1(2), 32-40 https://www.rdsjournal.org/index.php/journal/article/view/387/1188
Finn, D., Getzel, E. E., y McManus, S. (2008). Adapting the self-determined learning model for instruction of college students with disabilities. Career Development for Exceptional Individuals, 31(2), 85-93. https://doi.org/10.1177/0885728808318327
Getzel, E. E. (2008) Addressing the persistence and retention of students with disabilities in higher education: Incorporating key strategies and supports on campus. Exceptionality: A Special Education Journal, 16(4), 207-219. https://doi.org/10.1080/09362830802412216
Getzel, E. E. (2014). Fostering self-determination in higher education: identifying evidence-based practices. Journal of Postsecondary Education and Disability, 27(4), 381-386. https://files.eric.ed.gov/fulltext/EJ1060006.pdf
Lee, S., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., y Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42(2), 91-107. https://doi.org/10.1177/0022466907312354
López, A. A. (2019). Accesibilidad académica en educación superior. En J. Pérez-Castro y A. A. López (coords.), Discapacidad inclusión, social y educación (pp. 125-141). IISUE/UNAM.
Martín-Padilla, E., Sarmiento, P. J., y Coy, L. Y. (2013). Educación inclusiva y diversidad funcional en la universidad. Revista de la Facultad de Medicina, 61(2), 120-130. https://revistas.unal.edu.co/index.php/revfacmed/article/download/39695/41661/177258
Moreno, M. T. (2007). Integración/inclusión de las personas con discapacidad en la educación superior. En UNESCO-IESALC, Informe sobre la educación superior en América Latina y el Caribe 2000-20005: la metamorfosis de la educación superior (pp. 144-155). UNESCO-IESALC. https://www.oei.es/historico/salactsi/informe_educacion_superior Al2007.pdf
Moriña, A., y Melero, N. (2016). Redes de apoyo sociales y académicas de estudiantes con discapacidad que contribuyen a su inclusión en la enseñanza superior. Prisma Social, (16), 32-59. https://revistaprismasocial.es/article/view/1252/1316
Narváez, G. (2021). 1er Informe de actividades 2020-2021. UJAT. https://archivos.ujat.mx/2021/rectoria/1er-informe/1er%20Informe%202020-2021.pdf
Palmeros, G., y Aquino, S. (2022). Vulnerabilidad y derecho a la educación. Una visión desde las políticas y los programas institucionales. En J. Pérez-Castro. El derecho a la educación de las personas con discapacidad (pp. 279-302). IISUE/UNAM.
Rodrigues, L., y Garcia, Y. (2020). O “relato de vida” como método das ciências sociais. Entrevista com Daniel Bertaux. Tempo Social. Revista de Sociologia da USP, 32(1) 319-346. https://doi.org/10.11606/0103-2070.ts.2020.159702
Ryan, R., y Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037110003-066X.55.1.68
Ryan, R., y Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Silverman, D. (2014). Interpreting qualitative data. Sage.
Sanahuja-Gavaldà, J., Muñoz-Moreno, J., y Gairín-Sallán, J. (2020). Tutoring students with disabilities at the university. Culture and Education, 32(1), 65-77. https://doi.org/10.1080/11356405.2019.1709392
Shogren, K., Wehmeyer, M., Palmer, S., Forber-Pratt, A., Little, T., y Lopez S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251-263. https://www.jstor.org/stable/24827508
Shogren, K., Wehmeyer, M., Shaw, L., Grigal, M., Hart, D., Smith, F., y Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and training in autism and developmental disabilities, 53(2), 146-159.
UNESCO (2015). Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa
UNESCO (2018). Education and disability: Analysis of data from 49 countries. Information Paper No. 49. UNESCO. http://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf
Wehmeyer, M. (2007). Promoting self-determination in students with developmental disabilities. The Guilford Press.
Wehmeyer, M., Shogren, K., Little, T., y Lopez, S. (2017). Introduction to the self-determination construct. En M. Wehmeyer, K. Shogren, T. Little y S. Lopez (eds.), Development of self-determination through the life-course (pp. 3-16). Springer.
Wilson, K., Getzel, E. E., y Brown, T. (2000). Enhancing the post-secondary campus climate for students with disabilities. Journal of Vocational Rehabilitation, 14(1), 37-50. https://thinkcollege.net/sites/default/files/files/resources/Wilson_enhancing.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Elveri Figueroa Escudero, Judith Pérez Castro
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
