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Self-determination consists of skills, knowledge and attitudes that enable a person to perform self-regulating, autonomous and goal-oriented behaviors. The level of students’ self-determination depends not only on students’ intrinsic abilities but also on the environmental opportunities they are offered. The aim of this study was to investigate whether students with indicative profile of learning disabilities (LD) and mild intellectual disabilities (MID) in contrast to their typical developing (TD) classmates show differences in the level of their self-determination according to their own answers and their teachers’ answers. The study participants were 31 students with indicative profile for LD, 28 students with indicative profile for MID and 31 TD students (control group), according to the Greek standardized version of DTLA-4. The ARC’s Self-Determination Scale and the AIR Self-Determination Scale were used as data collection tools, which investigate students’ abilities and opportunities for the development 0f the basic components of self-determination (autonomy, self-regulation, psychological empowerment. self-realization). Main findings of the study were the following: (a) Students with indicative profile for LD and students with indicative profile for MID reported that they are less self-determined in both scales compared to their TD classmates; (b) Teachers and students had different views on the abilities and opportunities for the development of their self-determination; (c) Significant associations between AIR and ARC scales emerged. Considering the different views of teachers and students with indicative profile for LD and MID on the level of their self-determination may enable the design and implementation of appropriate educational activities and interventions.

Η διερεύνηση του αυτοπροσδιορισμού μαθητών πρωτοβάθμιας εκπαίδευσης με προφίλ ενδεικτικό για μαθησιακές δυσκολίες και ήπια νοητική ανεπάρκεια