تقريرُ المصير لدى الطلابِ ذوي الاضطراباتِ النمائيةِ العصبية وأقرانهم ذوي النمو الطبيعي (دراسة مقارنة)

هدف البحثُ إلى مقارنةِ مستوى تقرير المصير لدى ثلاث فئاتِ من الطلاب ذوي الاضطرابات النمائية العصبية (الإعاقةُ الفكرية، اضطرابُ عُسر القراءة، اضطرابُ قصور الانتباه وفرط الحركة) من جانبٍ، وبينهم وبين أقرانهم ذوي النمو الطبيعي من جانبٍ آخر. وقام الباحثان بتطبيقِ مقياس تقرير المصير (إعداد الباحثيْن) على عينة بلغت (185) طالبًا وطالبة من ذوي الاضطرابات النمائية العصبية وذوي النمو الطبيعي تراوحت أعمارهم بين (13-18) سنة من أربعِ مدارس حكومية في محافظة الإسكندرية (مصر). وقد أشارت النتائج إلى انخفاض دال إحصائيًا في مستوى تقرير المصير لدى الطلاب ذوي الاضطرابات النمائية العصبية (الإعاقةُ الفكرية، اضطرابُ عُسر القراءة، اضطرابُ قصور الانتباه وفرطُ الحركة) مقارنة بالطلاب ذوي النمو الطبيعي، ووجود فروق ذات دلالة إحصائية في مستوى تقرير المصير بين الطلاب ذوي الاضطرابات النمائية العصبية وبين أقرانهم ذوي النمو الطبيعي لصالح الطلاب ذوي النمو الطبيعي. كما أشارت نتائج البحث إلى وجود فروق ذات دلالة إحصائية في مستوى تقرير المصير بين الطلاب ذوي الاضطرابات النمائية العصبية والطلاب ذوي النمو الطبيعي وفقًا لمتغير النوع لصالح الطلاب الذكور. وأخيرًا أشارت النتائج إلى وجود فروق ذات دلالة إحصائية في مستوى تقرير المصير بين الطلاب ذوي الاضطرابات النمائية العصبية والطلاب ذوي النمو الطبيعي وفقًا لمتغير العمر لصالح الطلاب الأكبر عمرًا الذين تتراوح أعمارهم بين (16-18). كما تم مناقشةُ التوصيات والمقترحات للبحثِ والآثار المستقبلية.

The aim of the study was to compare the Self-determination Level in three groups of Students with neurodevelopmental disorders (intellectual disability, Dyslexia disorder, attention deficit/hyperactivity disorder) on the one hand, and between them and their typically developing peers on the other hand. The researchers applied the self-determination scale (by researchers) on a sample consisted of (185) male and female students with neurodevelopmental disorders and their peers with typically developing ages (13-18) years from four government schools in Alexandria Governorate (Egypt). The results indicated that there were a statistically significant decrease in the Self-determination level among students with neurodevelopmental disorders (intellectual disability, Dyslexia disorder, attention deficit/ hyperactivity disorder) compared to students with typically developing, and statistically significant differences in the Self-determination level among students with neurodevelopmental disorders and their typically developing peers in favor of students with typically developing. The results of the paper also indicated that there were statistically significant differences in the Self-determination level between students with neurodevelopmental disorders and students with typically developing according to the gender variable in favor of male students. Finally, the results indicated that there were statistically significant differences in the Self-determination level between students with neurodevelopmental disorders and students with typically developing according to the age variable in favor of students aged (16-18). Recommendations, Suggestions for future research and implications were also discussed.

• المـــراجــــعُ العـــربيـــةُ:

البحيري، عبدالرقيب أحمد. (2018). اختبارُ اضطراب نقص الانتباه مفرط النشاط ADHDT (ط 2). القاهرة: مكتبة الأنجلو المصرية.

الزياتُ، فتحي مصطفى. (2015). بطاريةُ مقياس التقدير التشخيصية لصعوبات التعلم النمائية والأكاديمية LDDRS. القاهرة: مكتبة الأنجلو المصرية.

وزارة التربية والتعليم بجمهورية مصر العربية. (2015). قانون رقم (42) بتاريخ 01/02/2015م بشأن قبول التلاميذ ذوي الإعاقة البسيطة بمدارس التعليم العام. وزارة التربية والتعليم بجمهورية مصر العربية.

• المــــراجـــعُ الأجنبيــــةُ:

Al-Buhairi, Abdul-Raqeeb Ahmed. (2018). Attention Deficit Hyperactivity Disorder Test ADHDT (2nd ed.). Cairo: The Anglo Egyptian Bookshop. 

Alruwaili, H. R. (2018). A comparative study of parents’and educators’ perceptions regarding self-determination levels of students with intellectual disability.  ]Unpublished Doctoral dissertation, Saint Louis University[.‏

Al-Zayat, Fathy Mustafa. (2015). Battery for Diagnostic Grade Scale for Developmental and Academic Learning Disabilities LDDRS. Cairo: The Anglo Egyptian Bookshop.

American Psychiatric Association APA. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.

Bender, W. N. (2004). Learning disabilities: Characteristics, identification, and teaching strategies (5th ed.). Boston: Pearson Education. 

Black, J. L. (2009). Teacher and student perceptions of self-determination.‏ ]Unpublished Doctoral dissertation, College of Education, University of Nevada, Las Vegas[.

Bomar, R. A. (2017). The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities.  ]Unpublished Doctoral dissertation, Texas Woman's University[.‏

Bryant II, J. D. (2014). The Investigation of Self-Determination in Students Participating in Higher Education with an Invisible Disability.  ]Unpublished Doctoral dissertation, Lindenwood University[.‏

Carter, E., Lane, K., Pierson, M. &Glaeser, B. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Council for Exceptional Children, 72(3), 333-346.‏

Collins, G., & Wolter, J. A. (2018). Facilitating postsecondary transition and promoting academic success through language/literacy-based self-determination strategies. Language, Speech, and Hearing Services in Schools, 49(2), 176-188.‏

Dukes III, L. L., & Shaw, S. F. (2008). Using the AHEAD Program Standards and Performance Indicators to Promote Self-Determination in the Daily Practice of Office of Disability Services. Journal of Postsecondary Education and Disability, 21(2), 105-108.‏ 

Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-determination for persons with disabilities: A position statement of me division on career development and transition. Career Development for Exceptional Individuals, 21(2), 113-128.‏

Field, S., Sarver, M., & Shaw, S. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24(6), 339-349. 

Garrels, V. (2019). Promoting self-determination for adolescents with mild intellectual disability. Validation of a self-determination measure and evaluation of an educational intervention. ‏]Unpublished Doctoral dissertation, Faculty of Educational Sciences, University of Oslo[.

Gregg, N. (2007). Underserved and unprepared: Postsecondary students with learning disabilities. Learning Disabilities Research & Practice, 22(4), 219-228. 

Grella, K. D. (2014). " You Missed the Exam!" A Discourse with College Students with Learning Disabilities on their Experiences with Self-Determination, Self-Advocacy, and Stigma in Secondary and Postsecondary Education.‏ ]Unpublished Doctoral Dissertation, Graduate School, Syracuse University[.

Humphrey, M. J. (2010). The relationship of self-determination skills, use of accommodations, and use of services to academic success in undergraduate juniors and seniors with learning disabilities. ]Unpublished Doctoral dissertation, ‏ University of Maryland, College Park[.

Individuals with Disabilities Education Improvement Act (IDEA). (2004). IDEA, Assistance to States for the Education of Children with Disabilities; Proposed Rule, 70 Fed Reg.  2004, sec. 602(30) 

Kotzer, E. & Margalit, M. (2007). Perception of competence: Risk and protective predictors following an e-self-advocacy intervention for adolescents with learning disabilities. European Journal of Special Needs Education, 22,443-457. 

Lee, S.H., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., & Little, T.D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42(2), 91-107.

Li, J. Y. (2010). Integrating self-determination instruction for youth with reading/learning disabilities.‏ Journal of Reading and Literacy, 2, 84-92.

Mithaug, D.E. (2003). Explaining what we don’t know about self-determination. In: Wehmeyer, M.L., B.H. Abery, Mithaug, D.E. & R.J. Stancliffe. Theory in self-determination. Foundations for educational practice. Springfield, IL: Charles C Thomas Publisher, Ltd. 

Mumbard?-Adam, C., Guàrdia-Olmos, J., Giné, C., Shogren, K. A., & Vicente S?nchez, E. (2018). Psychometric properties of the Spanish version of the Self-Determination Inventory Student Self-Report: A structural equation modeling approach. American journal on intellectual and developmental disabilities, 123(6), 545-557.‏‏

Ortiz, L. D. (2009). A study of self-determination and social skills in adolescents with and without learning disabilities. ‏]Unpublished Master Thesis, Calgary, Alberta[.

Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. C. (2008). Factors influencing the self-determination of transition-age youth with highincidence disabilities. Career Development for Exceptional Individuals, 31(2), 115-125.

Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126(4), 841-865.‏

Reeve, J. (2002). Self-determination theory applied to educational settings. I: Deci, E.L. & R.M. Ryan (Eds.). Handbook of Self-Determination Theory. Rochester, NY: The University of Rochester Press. 

Robert, J., Debeurme, G., & Joly, J. (2016). Le développement d’habiletés d’autodétermination: une piste prometteuse pour un meilleur soutien des étudiants ayant un trouble d’apprentissage ou un trouble déficitaire de l’attention avec ou sans hyperactivité au postsecondaire? Education et francophonie, 44(1), 24-45.‏

Rogers, M., & Tannock, R. (2013). Are classrooms meeting the basic psychological needs of children with ADHD symptoms? A self-determination theory perspective. Journal of attention disorders, 201X, Vol XX(X) 1 –7.‏ DOI: 10.1177/1087054713508926

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. 

Salt, E., & Jahoda, A. (2020). Comparing everyday autonomy and adult identity in young people with and without intellectual disabilities. Journal of Applied Research in Intellectual Disabilities.‏ https://doi-org.sdl.idm.oclc.org/10.1111/jar.12751

Shogren, K. A., Bovaird, J. A., Palmer, S. B., & Wehmeyer, M. L. (2010). Examining the development of locus of control orientations in students with intellectual disability, learning disabilities, and no disabilities: A latent growth curve analysis. Research and Practice for Persons with Severe Disabilities, 35, 80-92.

Shogren, K. A., Lopez, S. J., Wehmeyer, M. L., Little, T. D., & Pressgrove, C. L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. The Journal of Positive Psychology, 1(1), 37–52.   

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73(4), 488-510.‏

Shogren, K.A., Wehmeyer, M.L., Little, T.D., Forber-Pratt, A.J., Palmer, S.B. & Seo, H. (2017). Preliminary validity and reliability of scores on the Self-Determination Inventory: Student Report Version. Career Development and Transition for Exceptional Individuals, 40(2), 92-103.

Shogren, K.A., Wehmeyer, M.L., Palmer, S.B. & Paek, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality, 21(3), 147-157.  

Tabun, K. (2019). ADHD College Students' Self-Perceptions of the Factors of Self-Determination Theory on Their College Performance.  ]Unpublished Doctoral dissertation, Widener University[.‏

The Ministry of Education in the Arab Republic of Egypt. (2015). Law No. (42) dated 02/01/2015 regarding the admission of pupils with minor disabilities into public education schools. The Ministry of Education in the Arab Republic of Egypt.

Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249.‏ 

Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., ... & Abery, B. H. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18.‏

Wehmeyer, M. (2004). Beyond self-determination: Causal agency theory. Journal of Developmental and Physical Disabilities, 16(4), 337–359.  

Wehmeyer, M. L. (1996). A self-report measure of self-determination for adolescents with cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 282 – 293.

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113–120. 

Wehmeyer, M. L. (2006). Issues in self-determination and transition planning. DDD Express, 17(3), 1, 8. 

Wehmeyer, M.L. (2015). Framing the future: Self-determination. Remedial and Special Education, 36(1), 20-23. 

Wehmeyer, M. L., & Garner, N. W. (2003). The impact of personal characteristics of people with intellectual and developmental disability on self?determination and autonomous functioning. Journal of Applied Research in Intellectual Disabilities, 16(4), 255-265.‏ 

Wehmeyer, M. L., & Kelchner, K. (1995). The Arc’s self-determination scale. Silver Springs, MD: The Arc of the United States.  

Wehmeyer, M. L., Kelchner, K., & Richards, S. (1996). Essential characteristics of selfdetermined behavior of individuals with mental retardation. American Journal on Mental Retardation, 100(6), 632-642. 

Wehmeyer, M. L., Abery, B., Mithaug, D., & Stancliffe, R. (2003). Theory in self determination: Foundations for educational practice. Springfield, IL: Charles Thomas Publisher.

Wehmeyer, M., Agran, M., Hughes, C., Martin, J., Mithaug, D., & Palmer, S. (2007). Promoting self-determination in students with developmental disabilities. New York: The Guilford Press.

Williams-Diehm, K., Wehmeyer, M. L., Palmer, S. B., Soukup, J., & Garner, N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities, 14, 27-39.

Wong, P. K. S., & Wong, D. F. K. (2008). Enhancing staff attitudes, knowledge and skills in supporting the self-determination of adults with intellectual disability in residential settings in Hong Kong: A pretest-posttest comparison group design. Journal of Intellectual Disability Research, 52(3), 230–243. 

World Health Organization. (2018). International classification of diseases, 11th revision (ICD-11). ICD-11 is here. Geneva: World Health Organization