Exploring the perceptions of self-determination of individuals with intellectual disability.
Clients with ID see self-determination as making choices and having control—ask them what supports they need to exercise it.
01Research in Context
What this study did
Hattier et al. (2011) asked adults with intellectual disability what self-determination means to them.
They used open interviews so people could speak in their own words.
The study looked at how supports and places help or block self-determination.
What they found
People said self-determination is three things: making choices, having control, and speaking up.
They told us the right supports and a good setting let them act on these ideas.
How this fits with other research
Bassett-Gunter et al. (2017) later showed that more choice-making predicts real paid jobs for adults with ID, autism, or Down syndrome.
Belmonte et al. (2008) proved choice works in the lab: adults with brain injury stayed on task longer when they could pick their work.
Boudreau et al. (2015) found choice itself can be a reward for typical kids, but only if the pay-offs stay equal.
Together these papers move the idea from talk to action: choice feels good and leads to better outcomes.
Why it matters
Start every plan by asking, "What choices do you want?" Then build supports around the answer.
This tiny step respects the person, boosts engagement, and may even open job doors later.
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02At a glance
03Original abstract
Interviews were conducted with 17 individuals who had intellectual disability to expand our understanding of the impact of self-determination in their life. Themes emerging from the interviews were grouped into three categories: meaning of self-determination, learning about self-determination, and dreams for the future. Participants described self-determination as being able to make choices and be in control of one's life and setting as well as being able to work toward goals and engage in advocacy. Participants discussed the importance of supports for expressing self-determination and identified environmental characteristics that promoted and inhibited self-determination. Overall, their perceptions confirm the importance of promoting personal development of skills and attitudes associated with self-determination and systems change to create environmental opportunities for self-determination and causal agency. Implications for future research and practice are discussed.
Intellectual and developmental disabilities, 2011 · doi:10.1352/1934-9556-49.2.86