Strengths-based approaches to disability, the supports paradigm, and the importance of the supports intensity scales
DOI:
https://doi.org/10.5902/1984686X48249Parole chiave:
Strengths-based approaches, self-determination, Supports Intensity Scales.Abstract
Historically, disability has been conceptualized within deficits-based models. But, newer models that emphasize the fit between health, the environment, and personal factors are leading to strengths-based approaches to supporting people with disabilities. This article explores implications for such models on disability, in general, and special education, specifically. The importance of self-determination to operationalizing such models is discussed. Finally, the shift to a supports paradigm as part of the response to person-environment fit models is examined, along with a discussion pertaining to a series of measures of support needs.
Downloads
Riferimenti bibliografici
ALMEIDA, Maria Amelia, BOUERI, Iasmin Zanchi; POSTALLI, Lidia Maria Marson. A Escala de Intensidade de Suporte–SIS no Brasil. Journal of Research in Special Educational Needs, vol. 16, pp. 60-64. 2016.
BUNTINX, Wil H. E. Understanding disability: A strengths-based approach. In Michael Lee Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability (pp. 7-18). Oxford, UK: Oxford University Press. 2013.
COMMITTEE ON THE RIGHTS OF PERSONS WITH DISABILITIES. General comment No. 4. 2016. Disponível em: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html. Acesso em 05 Ago. 2020.
EVANS, Dave. The Internet of Things: How the Next Evolution of the Internet Is Changing Everything. 2011. San Jose, CA: Cisco Internet Business Solutions Group (IBSG). Disponível em: https://www.cisco.com/c/dam/en_us/about/ac79/docs/innov/IoT_IBSG_0411FINAL.pdf. Acesso em: 05 Ago. 2020.
LUCKASSON, Ruth. et al. Mental retardation: Definition, classification, and systems of supports (10th ed.). Washington, DC, US: American Association on Mental Retardation. 2002.
ORKWIS, Raymond; MCLANE, Kathleen. A curriculum every student can use: Design principles for student access. ERIC/OSEP Topical Brief. Reston, VA: Council for Exceptional Children. 1998.
ROSE; David H. et al. Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD. 2002.
SHOGREN, Karrie A. et al. Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33(5), 320-330. 2012.
SHOGREN, Karrie A. et al. Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education, 48(4), 256-267. 2015.
SHOGREN, Karrie A.; WEHMEYER, Michael Lee; LANE, Kathleen L. Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality, 24(4), 213-244. 2016.
SMITH, J. David; WEHMEYER, Michael Lee. Good blood, bad blood: science, nature and the myth of the Kallikaks. Washington DC: American Association on Intellectual and Developmental Disabilities. 2012.
THOMPSON, James R. et al. Supports Intensity Scale-Children’s Version: user’s Manual. Washington, D.C., American Association on Intellectual and Developmental Disabilities. 2016a.
THOMPSON, James R. et al. Person-centered planning with the Supports Intensity Sclae-Adult Version: a Guide for Planning Teams. Washington, DC: American Association on Intellectual and Developmental Disabilities. 2016b.
THOMPSON, James R. et al. Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47, 135-146. 2009.
THOMPSON, James R. et al. Supports Intensity Scale –Adult Version: users manual. Washington, DC: American Association on Intellectual and Developmental Disabilities. 2015.
THOMPSON, James R. et al. Supports Intensity Scale: standardization and users manual. Washington, DC: American Association on Mental Retardation. 2004.
THOMPSON, James R. et al. Supports Intensity Scale-Adult Version Annual Review Protocol. Washington DC: American Association on Intellectual and Developmental Disabilities. 2017.
THOMPSON, James R., WEHMEYER, Michael Lee; HUGHES, Carolyn. Mind the gap! Implications of person-environment fit models of intellectual disability for students, educators, and schools. Exceptionality, 18, 168-181. 2010.
WEHMEYER, Michael Lee et al. Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46(4), 195 – 210. 2012a.
WEHMEYER, Michael Lee et al. Support needs of adults with intellectual disability across domains: The role of technology. Journal of Special Education Technology, 27(2), 11-22. 2012b.
WEHMEYER, Michael Lee. The story of intellectual disability: an evolution of meaning, understanding, and public perception. Baltimore: Paul H. Brookes. 2013a.
WEHMEYER, Michael Lee. Oxford handbook of positive psychology and disability. Oxford, UK: Oxford University Press. 2013b.
WEHMEYER, Michael Lee. Strength-based approaches to educating all learners with disabilities: beyond special education. New York: Teachers College Press. 2019.
WEHMEYER, Michael Lee; ZHAO, Yong. Teaching students to become self-determined learners. Alexandria, VA: ASCD. 2020.
ZHAO, Yong. World class learners: Educating creative and entrepreneurial students. Thousand Oaks, CA: Corwin Press. 2012.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
DECLARAÇÃO DE ORIGINALIDADE E DIREITOS AUTORAIS
Declaramos o artigo a ser submetido para avaliação na Revista Educação Especial (UFSM) é original e inédito, assim como não foi enviado para qualquer outra publicação, como um todo ou uma fração.
Também reconhecemos que a submissão dos originais à Revista Educação Especial (UFSM) implica na transferência de direitos autorais para publicação digital na revista. Em caso de incumprimento, o infrator receberá sanções e penalidades previstas pela Lei Brasileira de Proteção de Direitos Autorais (n. 9610, de 19/02/98).
