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Wat na het (buitengewoon) secundair onderwijs? inclusief volwassenenonderwijs: onderzoek naar de kritische succesfactoren voor cursisten met een verstandelijke beperking
Abstract
Jongeren met een verstandelijke beperking willen net als andere jongeren na het secundair onderwijs doorgroeien naar volwassenheid. Bij de transitie naar volwassenheid hoort ook de oriëntatie op dagbesteding, werk of begeleid werken. In het kader van een ESF-project ‘CVO inclusief’ werd een pilootstudie opgezet waarin vier cursisten met een verstandelijke beperking elk een verschillende module volgden in het volwassenenonderwijs. Via een casestudy werd onderzocht in welke mate belonging en
extrinsieke motivatie kritische succesfactoren zijn voor het deelnemen aan inclusief volwassenenonderwijs. Voor beide concepten werden argumenten gevonden.
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Het Steunpunt Gelijkekansenbeleid kreeg in 2013 de opdracht van Gelijke Kansen Vlaanderen om te bestuderen hoe het Vlaamse beleid zich verhoudt tot het Verdrag van de Verenigde Naties inzake de Rechten van Personen met een Handicap. Dit VN-Verdrag van 2006 zal fungeren als toetssteen ten aanzien van het Vlaamse beleid inzake personen met een handicap. Het is de doelstelling van deze studie om de hiaten in het beleid aan te tonen en elementen aan te reiken voor de toekomstige beleidsagenda. In een eerste fase lag de klemtoon van het onderzoek voornamelijk op het verrichten van een uitgebreid literatuuronderzoek en het bestuderen van nationale, Europese en internationale rechtspraak. Het gevoerde onderzoek mondde uit in diverse publicaties. In een volgende fase van het onderzoek werden bepaalde topics grondig onderzocht en getoetst aan de principes van het Verdrag van de Verenigde Naties inzake de Rechten van Personen met een Handicap. De focus lag op drie concrete onderzoeksthema’s. Vooreerst de rechten van leerlingen met een handicap in het lager, secundair en hoger onderwijs. Het betreft in hoofdlijn de implementatie van het M-decreet, dat een inclusief onderwijslandschap als doel heeft. In de tweede plaats worden de consequenties van de toekenning van subjectieve rechten aan personen met een beperking onderzocht, zoals de gerechtelijke procedures tegen het Vlaams Agentschap voor Personen met een Handicap om zorg af te dwingen. Als laatste topic wordt onderzoek gedaan naar de positieve actie en streefcijfers inzake de tewerkstelling van personen met een beperking bij de Vlaamse overheid.
Background:
According to self-determination theory, motivation is ordered in types, including amotivation, extrinsic motivation and intrinsic motivation. Self-determination theory defines four subtypes of extrinsic motivation: external motivation, introjected motivation, identified motivation and integrated motivation. Although it has been argued theoretically that the different types of motivation are universally applicable, Reid et al. () proposed a dichotomy of broad subtypes of extrinsic motivation for people with intellectual disability (ID) due to their cognitive limitations. The current study challenges this proposal by testing whether the four subtypes of extrinsic motivation can be differentiated among people with ID as well.
Method:
The subtypes of extrinsic motivation were measured using two adapted versions of the Self-Regulation Questionnaire, one regarding exercise and one regarding support. In total, 186 adults with mild to borderline ID participated in the study.
Results:
Results supported the distinction between the four subtypes of extrinsic motivation regarding both exercise and support. In addition, the correlation coefficients supported a quasi-simplex pattern of correlations among the subtypes, indicating that adjacent subtypes were more closely related than non-adjacent subtypes. Moreover, the study showed sufficient Cronbach's alphas and test-retest reliabilities for early stage research.
Conclusions:
Overall, the results of the current study provide initial evidence for the universality of the four subtypes of extrinsic motivation across populations with and without ID.
The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community. The diploma programme is located at the School of Education and students trained to work at pre-primary schools, after school clubs and within the field of disability such as self-advocacy. Inclusion has been achievable by adapting the general curriculum and learning outcomes to individual needs, flexible teaching methods and the cooperation between academic faculty members, programme coordinators, student mentors and the diploma students themselves. The diploma students receive academic and social support from student mentors who are other undergraduate students at the School of Education. The collaboration with student mentors has proven to be valuable, expanded diploma students’ social networks and contributed to a sense of belonging. Regardless of various attitudinal and structural hindrances, there is much evidence that the diploma students are not only tolerated but welcomed at the School of Education and belong to the college community.
When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and control groups were assessed pre and during intervention for academic and social engagement. Student and teacher demographics, types of task and grouping structures being assigned were investigated to determine impacts on engagement. Students completed several measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and a selected sample were observed to obtain detailed information about their engaged behavior. Data were analyzed using repeated measures MANCOVAs. The intervention significantly increased students' engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.
Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions of their friends' academic values, and academic motivation was investigated among 301 African-American, White/Anglo, and Hispanic students in two urban junior high schools. School belonging was significantly associated with several motivation-related measures—expectancy of success, valuing schoolwork, general school motivation, and self-reported effort. Students' beliefs about their friends' academic values were more weakly related to these outcomes. The correlations between school belonging and the motivation-related measures remained positive and statistically significant even after the effects of friends' academic values were partialled out. School belonging was more highly associated with expectancy for success among Hispanic students than among African-American students, and among girls than among boys.
Background:
Motivational interviewing is a promising method to increase treatment motivation for people with mild intellectual disability and challenging behaviour. The purpose of the present study was to identify how professionals could adapt motivational interviewing techniques for use with clients.
Method:
We conducted semistructured qualitative interviews and focus groups with 26 clients, parents, and professionals. A general inductive approach led to the identification of multiple core themes.
Results:
The authors recommend several modifications to accommodate motivational interviewing for use with clients: adapt to language level, adjust to cognitive abilities, and control for social desirability of responding. In addition, certain characteristics of professionals were also found to be critical for effective motivational interviewing: trustworthiness, engagement, acceptance, empathy, and honesty.
Conclusions:
Concrete recommendations for the adaptation of the motivational interviewing techniques for use with people with mild intellectual disability and challenging behaviour are identified. Certain characteristics of professionals are also critical for maximising the treatment motivation of clients.
The purpose of the present research was to report the validation of the pictorial motivation scale in English. This scale
is designed for adolescents and adults with an intellectual disability who are unable to independently read a questionnaire.
The scale has a picture and phrase depicting 16 items related to participation in sport and physical activity; four for each
of the following subscales, intrinsic motivation, self-determined extrinsic motivation, non self-determined extrinsic motivation,
and amotivation. Phase 1 of the research describes the formal translation of the scale from French to English. Results from
three studies conducted with Special Olympians (Phase 2) and adolescents in a special school (Phases 3 and 4) provided support
for the internal consistency, test–retest reliability, and factorial and construct validity of the scale. Overall, the scale
would appear to be sufficiently reliable and valid to warrant its continued use and further development.
Theories of internalization typically suggest that self-perceptions of the "causes" of (i.e. reasons for) behavior are differentiated along a continuum of autonomy that contains identifiable gradations. A model of perceived locus of causality (PLOC) is developed, using children's self-reported reasons for acting. In Project 1, external, introjected, identified, and intrinsic types of reasons for achievement-related behaviors are shown to conform to a simplex-like (ordered correlation) structure in four samples. These reason categories are then related to existing measures of PLOC and to motivation. A second project examines 3 reason categories (external, introject, and identification) within the domain of prosocial behavior. Relations with measures of empathy, moral judgement and positive interpersonal relatedness are presented. Finally, the proposed model and conceptualization of PLOC are discussed with regard to intrapersonal versus interpersonal perception, internalization, cause-reason distinctions, and the significance of perceived autonomy in human behavior.
This paper shows the differences between the success of three focus groups in promoting group discussion on health promotion and also the detailed effects of individual members with speech and language difficulties in participating.
Conducting focus groups with people with learning disabilities can promote their social inclusion.
We conclude that focus groups are an effective method of conducting exploratory research with adults with learning disabilities in the community, however, ability to participate with other members may be a limiting factor. Furthermore, special arrangements may need to be made for groups to be successful, including the use of an interpreter. The preparation of the moderator is also an important factor in group success.
The Psychological Sense of School Membership Scale (PSSM) is a widely used instrument to assess the sense of belonging to a school among adolescents. Despite its widespread use in middle and high school students, to date no particular adaptation study has been conducted for its use among university students. For this reason, the present study conducted an adaptation of the PSSM scale for these students. Five hundred and nine students at a Turkish university voluntarily participated in the study, and the PSSM Scale's factor structure was examined by exploratory and confirmatory factor analyses, identifying three factors representing the students' sense of university membership with acceptable internal consistencies: acceptance by faculty members (.70), belonging (.75), and acceptance by students (.76). The internal consistency of the 18-item scale was calculated as .84. As hypothesized, the convergent and discriminant validity of the scale was also tested. The self-report sense of belonging and degree of satisfaction with the university were positively correlated with the three dimensions of the scale. Also, the scores regarding the students' intention to drop out of university along with loneliness were negatively correlated with all the dimension of the PSSM scale.
Although today many more examples of postsecondary educational opportunities being made available to students are expanding for adults with intellectual disabilities (ID), the majority of these opportunities are either segregated or partially segregated with few accommodating students with significant disabilities or challenging behaviors. In this article, the authors take the position that the desire for inclusive education and the beliefs and principles of inclusive practices must be the foundation for inclusive postsecondary education (IPSE). The rationale for such an approach is based on positive outcomes derived for young adults where opportunities for inclusion in the context of universities, colleges, and technical schools offer a powerful context for embedding students in the normative pathways that can lead to positive lifelong outcomes. As inclusive schooling remains a controversial issue even after 40 years of supportive published research and demonstrated practice, it is not surprising that full IPSE opportunities are limited. The authors hold to the principles of inclusion as the foundation for postsecondary education given the known failure of segregated education to result in positive social and economic outcomes. The authors explore the means of achieving better futures for students with ID through IPSE. This article highlights the findings of 25 years experience across the province of Alberta in implementing 18 IPSE initiatives for young adults with the full range of ID, including those with severe and multiple disabilities, and outlines the challenging behaviors thus strengthening evidence for adopting inclusive practices. The supports required for an authentic student experience in all aspects of postsecondary academic and social life are described with employment, academic, economic and social outcomes highlighted. IPSE has been shown to be an important and effective means of launching students with ID into adulthood, but by itself, IPSE is not sufficiently powerful to sustain an inclusive pathway over time. The authors note that student experiences in campus life and relationships reveal we are not close to finding the limits to where and how inclusion can be achieved; the challenge is to create opportunities.
This chapter is intended to provide an overview of more thorough treatments of case study research. The chapter also includes new material on one especially important but still emerging aspect of case study research—the development and usefulness of logic models. This chapter serves as a refresher for those of you who are already familiar with case study research, as well as a starting point for those who may be considering case studies for research for the first time. It summarizes the basic tools, warns about major pitfalls, and previews ongoing attempts to advance the state of the art. In this sense, the chapter also is a springboard for eventually turning (or returning) to the fuller texts upon which much of it is based. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In the past decade, new models have emerged with respect to the constructs of (intellectual) disability, quality of life, and supports. These models have implications both for understanding the underlying phenomena as for validating professional practices. The authors describe the context and key components of models of human functioning (American Association on Intellectual and Development Disabilities; International Classification of Functioning, Disability, and Health), supports, and quality of life, and demonstrate how these are related by synthesizing their similarities and differences. From this they discuss the implications for professional clinical and service good practice. It is argued that these models offer relevant frames of reference for guiding and integrating activities of medical, behavioral, and social disciplines in the field of intellectual disability services. It is also argued that knowledge of these models and their relationships facilitates communication among professionals and between professionals and policy makers.
Background The changed societal views of persons with disabilities are reflected in the 2006 United Nations Convention on the Rights of Persons with Disabilities. However, what is not specified in the Convention is how to operationalise and measure the Articles composing the Convention, and how to use that information to further enhance the human rights of persons with disabilities.
Method The authors analyse the relationships between eight core quality of life domains and the 34 Articles contained in the Convention.
Results There is a close relationship between the core quality of life domains and the 34 Articles contained in the Convention. Furthermore, the current status of these Articles can be evaluated through the assessment of indicators associated with the eight core quality of life domains.
Conclusions Based on the assessment of these quality of life-related outcomes, three strategies can be used to enhance the human rights of persons with intellectual disability. These three are to employ person-centred planning, publish provider profiles and implement a system of support.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
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