734 research outputs found
Introduction to Special Topic Issue on Self-Determination
No full textOver the past two decades, promoting the self-determination of students with disabilities has become a best practice in secondary education and transition services (Wehmeyer, Abery, Mithaug, & Stancliffe, 2003; Wehmeyer, Agran, Hughes, Martin, Mithaug, & Palmer, 2007). Self-determination refers to self- (vs. other-) caused action—to people acting volitionally, based on their own will. Volition is the capability of conscious choice, decision, and intention. Self- determined behavior is volitional, self-caused or self-initiated action
Compilation and Simulation Tool Chain for Memory Aware Energy Optimizations
No full textMemories are known to be the energy bottleneck of portable embedded devices. Numerous memory aware energy optimizations have been proposed. However, both the optimization and the validation are performed in an ad-hoc manner as a coherent optimizing compilation and simulation framework does not exist as yet. In this paper, we present such a framework for performing memory hierarchy aware energy optimization. Both the compiler and the simulator are configured from a single memory hierarchy description. Significant savings of up to 50% in the total energy dissipation are reporte
Autodeterminación y personas con discapacidades severas
No full textFomentar y mejorar la autodeterminación se ha convertido en una pauta a seguir en los sistemas educativos y servicios que apoyan a las personas con discapacidad, especialmente aquellas personas con discapacidades intelectuales y del desarrollo. Desgraciadamente, parece que no se suele incluir a las personas con discapacidades más severas en los esfuerzos por fomentar y mejorar la autodeterminación, (Wehmeyer, 1998, en prensa), aunque ahora se dispone de documentación suficiente en la literatura que confirma que las personas con discapacidades severas pueden, de hecho, convertirse en individuos autodeterminados (Wehmeyer, Abery, Mithaug y Stancliffe, 2003). Unos de los factores fundamentales que influye en esta situación, es la forma en que se entiende la noción de autodeterminación. El modo en que otros entienden la autodeterminación influye en el tipo de oportunidades que ofrecen a las personas con discapacidades severas para que se conviertan en individuos más autodeterminados. Este artículo examinará brevemente estas cuestiones relacionadas con este error de entendimiento de la autodeterminación y su impacto en las personas con discapacidades severas y, a continuación, analizará prácticas fundamentales para fomentar la autodeterminación de las personas con discapacidades severas
As inclusion is concerned, I am committed in my work to...
No full textIn developing the stimulus ‘As inclusion is concerned, I am committed in my work to...’ we were interested in highlighting and sharing the idea that achieving truly inclusive societies requires commitments and responsibilities that guide practitioners’, teachers’, and scholars’ specific choices and actions. In other words, we were interested in making explicit the commitments that those who have adhered to this initiative intend to assume so as to remove barriers to inclusion, to begin collaborations and alliances with actors
who can influence inclusive outcomes, and to implement interventions for the benefit
of inclusion. Additionally, we wanted to structure a process by which practitioners and
researchers could ‘shape’ a tacit ‘contract’, by specifying the responsibilities and commitments that will be taken to promote school, work, and social inclusion.
Our focus on a personal commitment to inclusive societies stems from the fact that
actions to achieve such outcomes emanate from individual values, beliefs, and aspirations; perceptions of one’s moral role; and how one frames one’s professional identity.
A belief in inclusive societies and actions to achieve such outcomes is inspired by one’s
moral values for and ethics of global acceptance, tolerance, and respect for others and a
drive for social justice. Additionally, such actions operationalize values of respect for the
dignity of every person and an appreciation of the critical importance of diversity, nondiscrimination, pluralism, equality of opportunity, solidarity, security, non-violence,
and full participation in society for all people, including people who are among the
most vulnerable in our societies (DESA, 2009)
ELVIS. Erklärvideos inklussionssensibel gestalten
No full textWehmeyer L, Beckmann C, Mertens C, Wegner C, Böhm-Kasper O. ELVIS. Erklärvideos inklussionssensibel gestalten. Presented at the BMBF Meta-Meetup
ELVIS. Erklärvideos inklusionssensibel gestalten - Vorstellung und Einblicke in das Projekt
No full textBeckmann C, Wehmeyer L, Mertens C, Wegner C, Böhm-Kasper O. ELVIS. Erklärvideos inklusionssensibel gestalten - Vorstellung und Einblicke in das Projekt . Presented at the 6. EdTech Research Forum. Jahrestagung im Metavorhaben Digitalisierung im Bildungsbereich., Essen
Self-determination and future goals in a sample of adults with intellectual disability
No full textIn recent years, increased attention has been directed towards the importance of identifying the future goals of people with intellectual disability (ID) and promoting their abilities to design their future. Consistent with these, the first aim of this study is to investigate the future goals of people with ID in terms of content and temporal distance. Moreover, the second aim of this study is to test the predictive role of self-determination on the number of future goals reported by people with ID
Adults with intellectual disability : choice and control in the context of family
No full textThis chapter about the experience of choice and control by adults with intellectual disability in the family context is offered against the background of the tripartite ecological theory of self-determination (Abery and Stancliffe, A tripartite-ecological theory of self-determination. In Wehmeyer et al. (Eds.), Theory in self-determination: Foundations for educational practice (pp. 43–78). Springfield, IL: Charles C. Thomas, 2003). The challenges in determining readiness for adult decision-making are discussed, as are the experiences of adults with intellectual disability when exercising choice and control within the family context. How families, including parents and siblings, influence decision-making by their family member with intellectual disability is summarized. The critical role of the family in supporting independent choice-making is also highlighted. The chapter ends with a call for research about skills and resources for families to become effective, knowledgeable, and confident supporters of their member with intellectual disability in the quest for adult self-determination
Escala ARC-INICO de Evaluación de la Autodeterminación: manual de aplicación y corrección
No full text[ES]El concepto de autodeterminación y sus implicaciones en la infancia, la adolescencia y la vida adulta están apareciendo cada vez con mayor fuerza en la investigación y en los servicios de atención a personas con discapacidad debido a la relevancia que tiene para todos los individuos la expresión y el ejercicio del derecho a la autodeterminación. La investigación internacional en este ámbito ha dirigido su foco de atención al desarrollo de potentes modelos teóricos que intentan clarificar el concepto (Abery y Stancliffe, 2003a; Field y Hoffman, 1994; Wehmeyer, 1999), así como también ha permitido la elaboración de recursos de evaluación e intervención (Hoffman, Field y Sawinlowsky, 2004; Martin, Marshall, Maxson y Jerman, 1996; Mithaug, Wehmeyer, Agran, Martin y Palmer, 1998; Wehmeyer, Palmer, Agran, Mithaug y Martin, 2000; Wehmeyer, 1995) orientados a dotar de herramientas para la mejora de las prácticas profesionales desarrolladas desde las organizaciones
A Cross-cultural comparison of the self-determination construct in Italian and American adolescents
No full textThe functional theory of self-determination ( fSDT) defines and operationalises selfdetermination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities.
While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the crosscultural
comparability of the fSDT in a sample of Italian and American adolescents.
We were specifically interested in examining the universal aspects of the self-determination construct, as well as specific differences in the operationalisation of self-determination across cultures. The findings tentatively suggest that the
construct of self-determination is comparable across Italian and American adolescents; however, there are specific differences in the measurement and operationalisation of
self-determination across cultures. Directions for future research are discussed
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