Physical activity choices and self-determination in children with intellectual disabilities

In order for children to successfully make the transition from school to everyday life, it is important that they are self-determined. People who are self-determined are autonomous, self-realizing, psychologically empowered and self-regulated (Appendix A). Self-determination involves making choices and decisions with minimal influence from others. Choice making is a component element of autonomous functioning and was the focus for this research project. This study looked at the choices students make pertaining to physical activities. Students in regular and special education schools were compared to determine the extent of self-determination involved with their choices. Twenty students participated from a regular school and 18 from a school for students with intellectual disabilities (ages 7 to 19 years).In the first part of the study, students were asked to identify which activity they preferred, from various pairs of physical activities presented via pictures. This was performed three times. From student responses, activities were ranked from most to least preferred for each child. The second part of the study consisted of a semi-structured interview that focused on the four categories of self-determination. Student responses were compared with Wehmeyer's model on self-determination (1998) to assess their level of self-determination. Findings suggest that the students with intellectual disabilities were not as consistent in their choices of physical activities compared to their peers without disabilities. As well, the degree of self-determination, according to Wehmeyer's model differed for the two groups