This survey of 54 students with visual impairments (aged 8–23 years) who participated in a one-week summer sports camp examined the opportunities they were given for self-determination at home, at school, with friends, for health care, and in physical education classes. The participants at all levels of visual impairment scored low in self-determination across all the domains, which indicates that they were given few opportunities for self-determined behaviors.
Get full access to this article
View all access options for this article.
References
1.
AberyB., McGrawK., & SmithJ. G. (1995). Self-determination exercise scale: Student edition.Minneapolis: Institute on Community Integration, University of Minnesota.
2.
AberyB., & ZajacR. (1996). Self-determination as a goal of early childhood and elementary education. In SandsD. J., & WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 169–196). Baltimore, MD: Paul H. Brookes.
3.
American Alliance for Health, Physical Education, Recreation and Dance. (1999). Physical best activity guide, elementary level.Champaign, IL: Human Kinetics.
4.
BlindeE. M., & McClungL. R. (1997). Enhancing the physical and social self through recreational activity: Accounts of individuals with physical disabilities. Adapted Physical Activity Quarterly, 14, 327–344.
5.
Code of federal regulations: Title 34 — Education (parts 300–399). (1998). Washington, DC: U.S. Government Printing Office.
6.
DeciE. L., EghrariH., PatrickB. C., & LeoneD. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119–141.
7.
DeciE. L., VallerandR.X., PelletierL. G., & RyanR. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.
8.
DossB., & HatcherB. (1996). Self-determination as a family affair: Parents’ perspectives on self-determination. In SandsD. J., & WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 51–63). Baltimore, MD: Paul H. Brookes.
9.
GothelfC., CrimminsD., MercerC., & FinocchiaroP. (1994). Teaching choice-making skills to students who are deaf-blind. Teaching Exceptional Children, 13–15.
10.
GrahamG., Holt-HaleS. A., & ParkerM. (1998,) Children moving: A reflective approach to teaching physical education (4th ed.). Mountain View, CA: Mayfield.
11.
GronmoJ., & AugestadB. (2001). Blind youth, self-concept and physical activity.Melhus, Norway: National Resource Centre of the Visually Impaired.
12.
Houston-WilsonC., & LiebermanL. J. (1999). The Individualized Education Program in physical education: A guide for regular physical educators. Journal of Physical Education Recreation and Dance, 70(3), 60–64.
13.
HuurreT. M., KomulainenE. J., & AroH. M. (1999). Social support and self-esteem among adolescents with visual impairment. Journal of Visual Impairment & Blindness, 93, 26–37.
14.
KefS. (1997). The personal networks and social supports of blind and visually impaired adolescents. Journal of Visual Impairment & Blindness, 91, 236–244.
15.
KorhonenK. (2000). Physical activity of visually impaired high school students. Unpublished doctoral dissertation, Arla Institute, Helsinki, Finland.
16.
KowalX, & FortierM. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139, 355–368.
17.
KroksmarkU., & NordellK. (2001). Adolescence: The age of opportunities and obstacles for students with low vision in Sweden. Journal of Visual Impairment & Blindness, 95, 213–226.
18.
LiebermanL.X., & Houston-WilsonC. (2002). Strategies for inclusion.Champaign, IL: Human Kinetics.
19.
LiebermanL.X., Houston-WilsonC., & KozubF. (2002). Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19, 365–378.
20.
LiebermanL.X., & McHughE. (2001). Health-related fitness of children who are visually impaired. Journal of Visual Impairment & Blindness, 95, 272–286.
21.
LiebermanL., & StuartM. (2002). Self-determined recreational and leisure choices of individuals with deaf-blindness. Journal of Visual Impairment & Blindness, 96, 724–735.
22.
PonchilliaP. E., StrauseB., & PonchilliaS. V. (2002). Athletes with visual impairments: Attributes and sports participation. Journal of Visual Impairment & Blindness, 96, 267–272.
23.
RosenblumL. P. (1998). Best friendships of adolescents with visual impairments: A descriptive study. Journal of Visual Impairment & Blindness, 92, 593–608.
24.
SchlossP., AlperS., & JayneD. (1993). Self-determination for persons with disabilities: Choice, risk, and dignity. Exceptional Children, 60, 215–225.
25.
SherrillC. (2004). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan (6th ed.). Boston: WCB/McGraw-Hill.
26.
SuomiX, CollierD., & BrownL. (2003). Factors affecting social experiences of students in elementary physical education classes. Adapted Physical Activity Quarterly, 22, 186–202.
27.
U.S. Association for Blind Athletes. (2004). Table of visual impairment categories for blind athletes. In SherrillC., Adapted physical activity, recreation and sport: Crossdisciplinary and life span (6th ed., p. 715). Boston: WCB/McGraw-Hill. (Original table published 1982).
28.
VallerandR.X., FortierM. S., & GuayF. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
29.
WardM. (1996). Coming of age in the age of self-determination. In SandsD. J., & WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 3–16). Baltimore, MD: Paul H. Brookes.
30.
WehmeyerM. (1996). Self-determination as an educational outcome. In SandsD. J., & WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 17–36). Baltimore, MD: Paul H. Brookes.
31.
WehmeyerM., AgranM., & HughesC. (1998). Teaching self-determination to students with disabilities: Basics for successful transition.Baltimore, MD: Paul H. Brookes.
32.
WehmeyerM., & SchwartzM. (1998). The self-determination focus of transition goals for students with mental retardation. CDEI, 21(1), 75–86.
33.
WilliamsG. C., FreedmanZ. R., & DeciE. L. (1998). Supporting autonomy to motivate patients with diabetes for glucose control. Diabetes Care, 21, 1644–1656.
34.
WinnickJ. (1985). The performance of visually impaired youngsters in physical education activities: Implications for main-streaming. Adapted Physical Activity Quarterly, 2, 292–299.
35.
WiskochilB. (2002). The effects of trained peer tutors on the academic learning time in physical education (ALT-PE) of students with visual impairments. Unpublished master's degree thesis, State University of New York, College at Brockport.
