PERCEPTIONS OF SELF-DETERMINATION AND PSYCHOLOGICAL EMPOWERMENT OF ADOLESCENTS WITH MENTAL-RETARDATION

Consideration of post-school outcomes when assessing educational effec tiveness has led to the recognition that programming for students with mental retardation should include efforts to promote student self-det ermination. The present study examined the psychological empowerment o f youth with mental retardation. Locus of control orientations, percep tions of efficacy and outcome expectancies of adolescents with mental retardation were evaluated and differences between a subset of this sa mple, students with learning disabilities and youth at risk for failur e yet not labeled with a disability were determined. Results from thes e analyses are presented to provide an understanding of the psychologi cal empowerment of youth with mental retardation. Possibilities for th ese outcomes regarding the development of self-determination are discu ssed.