Evaluation of the autonomy of students with intellectual disabilities in the shool context
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Autonomy is a progressive process that can and should be fostered from childhood, respecting each individual’s unique pace. Assessing and strengthening adaptive skills are essential to identifying support needs and implementing interventions that promote the independence of individuals with intellectual disabilities (ID). Thus, promoting the autonomy of students with ID is one of the most significant challenges in contemporary inclusive education. Autonomy is a gradual, contextualized process that depends on social mediation. This study aimed to evaluate the levels of support necessary for the development of autonomy in students with ID, as well as to analyze pedagogical practices developed based on these data. The research was conducted with three public school teachers who work with students with ID, using two questionnaires and individualized pedagogical practices designed and implemented by the participants. The results indicate that adopting intentional and personalized practices supports the development of adaptive skills and enhances students’ self-determination. The data analysis reveals significant progress in the evaluated dimensions, suggesting that planning based on students’ real needs is a promising path toward fostering autonomy in the school context. Promoting autonomy is an inalienable right of students and represents an ethical, political, and pedagogical challenge for education professionals.
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