IMPACT OF EMPLOYMENT ON DEVELOPMENT OF SELF-DETERMINATION SKILLS IN ADULTS WITH INTELLECTUAL DISABILITY

The purpose of education for all students with or without intellectual disability is preparation for adulthood. Unfortunately there are aspects of the special education process which serve as barriers to their outcome. The opportunities to make choices, express preferences, experience control over outcomes, take risks and assume responsibility for personal actions are highly prized by most people. Perceptions of adulthood are linked directly to these adult roles (Blalock, 1988). Self-determination is a concept reflecting the belief that individuals have the right to direct their own lives. Students with intellectual disability who have self determination skills have better chances of being successful in making the transition to adulthood including employment and independence (Wehmeyer & Schwartz 1997). A self determined person sets goals, makes decisions, sees options, solves problems, speaks for himself, understands what supports are needed for success and knows how to evaluate outcomes (Mortin & Marshal 1996), To lead an independent life in the society it is important for persons with intellectual disability to develop self-determination skills. The study was conducted on a sample size of 10 adults with intellectual disability with mild to moderate level of severity & are employed in various set ups from various socio economic status. To measure the level of self determination skills Self Determination Scale for Adults with Intellectual Disability (SDSAID) was used. The scale has 36 items spread over five domains i.e., Personal management, Community participation, Recreation & leisure time, Decision making & Problem solving. It is a self administered tool. It was observed that employed adults with mild intellectual disability with more experience has performed better in overall self-determination skill