Self-determination in Male Children with Intellectual Disabilities: Perceptions of Parents from Saudi Arabia
Section snippets
What This Paper Adds
Parent’s perspectives and beliefs are essential for supporting self-determination and providing opportunities for their children to practice and learn self-determination. The study provides an understanding of the social validity of self-determination in Saudi Arabia from parent’s perspective and how the existence of disability impacts their perceptions. Understanding such perceptions should be the first step in introducing interventions and practices developed to support the self-determination
Methodology
The current study utilized a survey design to understand parents’ perceptions of and behaviors related to Self-D skills of their high school male children with and without ID.
Results
The purpose of the study was to explore Saudi Arabian parents’ perceptions of Self-D skills and practices they used to enhance these skills in their high school male children with ID and without disabilities. This section contains three parts: (a) the parents’ ratings of the importance of Self-D skills and comparison of the ratings of the two groups of parents, (b) the parents’ ratings of their high school children’s performance on Self-D skills and comparison of the ratings of the two groups
Discussion
This study provides new insights into parental perceptions of Self-D for their male children in Saudi Arabia. Self-D is essential for preparing students to be active agents in their emerging responsibilities as adults (Wehmeyer, Abery, Mithaug, & Stancliffe, 2003). Environmental factors influence parents' beliefs and attitudes, affecting their perceptions and practices regarding their children’s Self-D. This study investigated Saudi parents’ perceptions and practices of Self-D skills for their
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