Self-determination in the curriculum of the tutorial action for students with intellectual disability. Educational proposals for the inclusive school

Abstract

This article conceptually revisits self-determination learning implications in students with intellectual disabilities. First of all, the article offers a description of intellectually disabled students in the inclusive school, secondly it presents major academic literature written on the topic in the last decade and existing teaching-learning models designed to achieve self-determinated behaviours, and thirdly it also presents new models and research patterns. Lastly, the article proposes certain methodological strategies aimed to foster self-determination through tutorial action both at the inclusive school and at the general open-to-everyone school.

Keywords

• Autodeterminación
• conducta autodeterminada
• discapacidad intelectual
• escuela inclusiva.