{Reference Type}: Systematic Review
{Title}: Developing the self-determination of children and young people with intellectual disabilities in schools: A systematic review of the literature.
{Author}: Willow SA;Strnadová I;Danker J;
{Journal}: J Appl Res Intellect Disabil
{Volume}: 37
{Issue}: 4
{Year}: 2024 Jul
{Factor}: 2.162
{DOI}: 10.1111/jar.13247
{Abstract}: <B>BACKGROUND: </B>Self-determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self-determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school-based practices that target self-determination development for students with intellectual disabilities.<BR><B>METHODS: </B>The review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021.<BR><B>RESULTS: </B>Across the 18 studies, the most used practice is the SDLMI. Research focuses on United States-based transition-aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision-making about practices and individualisation of support.<BR><B>CONCLUSIONS: </B>Self-determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self-determination learning opportunities throughout the pedagogical cycle.