HOW TO DEVELOP SELF-DETERMINATION IN CHILDREN WITH DISABILITIES?

Self-determination is a skill that cannot taught in the school curriculum, but it needs to develop. In addition, most of the children will need external help to develop the skill. Children with disabilities who are more self-determined are more likely to achieve goals at higher rates. The development of self-determination in students with disabilities not only helps them to reach their goals but also promotes more contended environment community participation and promotes better life quality when they enter the professional phase of their life. These very few advantages can mentioned in a text. There are so many more.

SELF-DETERMINATION SKILLS

Self-determination believes in yourself. You know your worth and believe that you can control your destiny. Self-determination is the attitude of having the ability to do something. To set goals for yourself and to take a step towards your goals. It is about feeling in charge of yourself, yet it cannot mixed with the meanings of self-sufficiency and independence. It means thinking and making your own choice, learning to solve your problems effectively on your own, and taking responsibility for your own life. Self-determination is also the experience of making choices.

THE DEVELOPMENT OF A SENSE OF SELF-DETERMINATION

The sense of self-determination starts developing from childhood and continues with time. It is important for all people. However, it is more important for children with disabilities who find it difficult to develop the skill on their own. Sometimes, adults of the home who have children with disability assume that they are insufficient in making their own choices and thus up taking every decision of their life. However, will not it be better if we could develop a sense of self-determination in ourselves?

Self-determination cannot solely defined by making choices. It can explain it to a great extent, but not the whole. Includes many more terms as if positivity about yourself, creativity, self-awareness, believing in one is yourself, self-advocacy skills and pride. Is a whole process. To take charge of your life, think about what you want, take decisions, make plans, and work on those plans to achieve your goals. Since self-determination, skills are more developed practice. It is important to give children with disabilities more chances to use their self-advocacy decision-making capabilities and let them practice thinking and evaluating situations on their own before they high school so that they will be prepared to survive in the community just like the people without any disability do.

WHAT SUPPORT CAN BE PROVIDED TO CHILDREN WITH DISABILITIES TO DEVELOP SELF-DETERMINATION SKILLS?

Every student need supports whether he/she has any disability or not. Even the students with sharp minds sit and wonder ‘I wish I could pay someone to write my assignment’ children with disabilities need more of it from our side, especially at home.

SUPPORT THAT CAN BE GIVEN AT HOME

®   BY LETTING THEM KNOW THAT THEY WILL BE SUPPORTED. 

Though it has been discussed in the above paragraph, the best way to help children develop self-determination is to let them take charge of their life, let them evaluate the circumstances and make decisions whether they are right or wrong. The thing that needs to assured is to make them feel that they will supported in every decision they make. Parental support and family involvement recognized to be vital factors in the development of self-determination in students (Abery, 1994). The decision might not be right at first or many times, but it will give them confidence about themselves and eventually will make them able to make the right decisions for their life and will grow them with a strong personality.

®   BY PROVIDING THEM PEER MENTORING

Children may not like someone taking their decision, but they surely need some mentoring, whether it is for their academics through the best online assignment help or in their career decision or daily life decisions. Your child’s teachers may help you in this regard or other family members who are close to your child.

®   LET THEM COMMUNICATE MORE OFTEN

Suppose the child does not feel comfortable talking or sharing their thoughts. Take them into confidence that they are free to share their ideas whether they are right or wrong. If your child is non-verbal, encourage the use of communication throughout the day, ask them for their opinion in different situations let them share their range of expressions.

Also, teach your child how to gracefully reject something. Do not let them take the burden to make them feel free to take outside help.

®   LITERATURE TO HELP SELF-DETERMINATION

For children who are old enough to read and understand. Make them read books for self-determination; you can always find some amazing books on how to develop self-determination in children with disabilities.

SUPPORT THAT CAN BE GIVEN AT SCHOOL

®   TO INCREASE THE INDEPENDENCE AT SCHOOL

Make them do their activities independently keep everything in their range. Remove anything that causes obstacles in them in reaching different things, for example, wheelchair, and walker. Keep furnishings that are of their size. Make them choose what activity they enjoy the most. Take them charge in different decisions. Use foreseeable and constant routines, so the student can get ahead what is going to happen next.

Encourage the use of adaptive equipment and assistive technology so the student can more easily participate in school activities and play with peers.

®   CHOICE MAKING AT SCHOOL

Choice construction within the school plan. Explain choice-making in ways that are suitable for school. Teach within activity choice making. Asking for what color do they want to do? What activity do they want to do today? Which pencil would they like to use?

CONCLUSION

The support from families and teachers can help largely to build a better-quality lifestyle for children with disabilities. Giving the feeling of confidence and self-worth does not give the sense of self-determination only to students with disabilities, but also it is also fundamental for children without any disability.

REFERENCES

Abery, Brian & Rudrud, Liz & Arndt, Katrina & Schauben, Jay & Eggebeen, Ann. (1995). Evaluating a Multicomponent Program for Enhancing the Self-Determination of Youth with Disabilities. Intervention in School and Clinic. 30. 170-179. 10.1177/105345129503000307.