Neįgalaus vaiko savarankiškumo ugdymas šeimoje

LTReikšminiai žodžiai: Vaiko negalė; Šeima; Ugdymas šeimoje; Vaiko savarankiškumas; Disabled children; Autonomy for children; Family.

ENAccording to G. Dworkin (1988), autonomy is used in exceedingly broad fashion. Still there is no single conception of autonomy. Mostly there are discussed the issues of independence and self-determination. S. M. Reindal (1998) argues the problem of modem view of personal autonomy which has been influenced on the field of special education. Modernist view of personal autonomy, stressing such values as „rational subjectivity“ and independence was often understood as being able to be self-supporting and self-reliant. This view of autonomy presupposes certain abilities and capacities as; rationality, being in control of one’s life, the capacity to formulate purposes and plans and the capacity to act according to plans and purpose. A.P. Turnbull, M. J. Blue-Banning and others (1996) emphasize the importance of environmental factors: "the conceptualization of self- determination assumes that individual skills alone are not enough for an individual to achieve autonomy in meeting environmental challenges and expectations". More authors emphasize the importance of environmental factors for child’s autonomy. Self-determination is not a static characteristic. A child is not viewed as either self-determined or not self-determined. Self-determination is dynamic in nature. Because of continual changes that occur throughout the day, opportunities for self-determination, as well as obstacles to self-determination, will necessarily change throughout the day. [...]. [From the publication]