Self-directed learning, self-determination and intellectual disability. Analysis of two instructional model

Abstract

Starting from a preliminary analysis of the self-directed and self-determined learning constructs and their correlation, this paper intends to investigate their possible applications within special education studies. Two models of instructional design addressed to persons with disabilities will be presented which aim, within the construct of self- determination, is to promote the development of the personal and professional skills that are essential for their transition to adulthood.