Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/241401
Title: CULTURAL VALUES AND PROMOTING SELF-DETERMINATION IN CHILDREN WITH AUTISM AT HOME
Authors: CELESTE TEO SUE MYN
Issue Date: 9-Apr-2022
Citation: CELESTE TEO SUE MYN (2022-04-09). CULTURAL VALUES AND PROMOTING SELF-DETERMINATION IN CHILDREN WITH AUTISM AT HOME. ScholarBank@NUS Repository.
Abstract: Increasing research supports self-determination as a potential predictor of successful outcomes for persons with disabilities. Research on self-determination in younger children, from the perspective of parents, and in relationship with cultural variables however, remains limited. This study investigated how 120 parents of children aged 7 to 12 years old with and without special educational needs (SEN) in Singapore rated the importance of and their children’s performance on seven self-determination skills, and their children’s capacity and opportunities for self-determination. There were no group differences for parents’ ratings of the importance of self-determination skills. Most (>64%) rated all the skills as “very important”. However, parents of children with Autism rated their children to be performing poorer in goal setting, self-advocacy and leadership and self-awareness and self-knowledge, and to have lower self-determination capacity, compared to children without SEN. In children with Autism, parents’ level of individualism had a positive and medium to strong correlation with performance of skills like choice making, decision making, goal setting, and self-advocacy and leadership. Self-determination is a relevant intervention target in supporting younger children with Autism and other SEN for parents in Singapore. Professionals should be aware that parents’ cultural beliefs can affect how self-determination skills are fostered.
URI: https://scholarbank.nus.edu.sg/handle/10635/241401
Appears in Collections:Bachelor's Theses

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