Self-regulation among Young Women with Disabilities in Jordan from Their Perspectives

Author: Nawaf Al-Zyoud
Author: Eman Al-Zboon
Year of publication: 2017
Source: Show
Pages: 255-265
DOI Address: https://doi.org/10.15804/tner.2017.47.1.20
PDF: tner/201701/tner20170120.pdf

This study investigates the perspectives of young women with disabilities in Jordan, focusing on their self-regulation. 16 young women, aged 18-22, with visual (VI), hearing (HI) impairments and physical disability (PD), were recruited using a snowballing technique. Data were collected using semi-structured interviews, which were analysed thematically. Two main themes emerged where findings show that disability affects self-regulation where there was an overlap between local cultural perspectives in understanding disability of young women, disability and gender in understanding self-regulation of women with disabilities. Disability and gender also influence women with disabilities self-regulation with respect to self-learning, setting goals, self-evaluation, self-monitoring, making decisions and self-reinforcement. Findings will add to the current debate and efforts to understand disabilities in women and lay the groundwork for initiating a campaign in Jordan concentrating on the importance of self-regulation in young women with disabilities.

REFERENCES:

  • Abu-Habib, L. (1997). Gender and Disability: Women’s Experiences in the Middle East. Oxford: Oxfam.
  • Al-Zboon, E. (2013). Current trends and issues in special education. Amman: Dar Al-Fiker for Publish.
  • Al-Zboon, E., & Smadi, J. (2015). Self-determination of women with disabilities. European Journal of Special Needs Education, 30(3), 412-421.
  • Al-Zyoud, N. (2012). An investigation into the current service provision for students with learning difficulties in Jordan: teachers’ perspectives. Unpublished doctoral thesis. Brunel University London.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Clifs, NJ: Prentice-Hall.
  • Beleza, M.L. (2003). Discrimination against women with disabilities. Council of Europe Publishing. Available on [http://www.coe.int/t/e/social_cohesion/soc-sp/Discrimination%20Women._E%20in%20color.pdf]. Retrieved on 2ⁿd January 2016.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Chambers, C.R., Wehmeyer, M.L., Saito, Y., Lida, K.M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3-15. Department of Statistics. (2016). Population and Housing Census2015. Available on: [http://census.dos.gov.jo/wp-content/uploads/sites/2/2016/02/Census_results_2016.pdf]. Retrieved on 9th May 2016.
  • Goffman, E. (1963). Stigma; notes on the management of spoiled identity. Englewood Cliffs: N.J., Prentice-Hall.
  • Groce, N.E. (1999). Disability in cross-cultural perspective: Rethinking disability. The Lancet 354, 756-757.
  • Groce N.E., & Zola, I.K. (1993). Multiculturalism, chronic illness, and disability. Pediatrics, 91(5).
  • Hasnain, R., Shaikh, L.C., & Shanawani, H. (2008). Disability and the Muslim perspective: an introduction for rehabilitation and health care providers. Center for International Rehabilitation Research Information and Exchange, University at Buffalo, the State University of New York. Available on: [http://cirrie.buffalo.edu/culture/monographs/muslim.pdf]. Retrieved on 29th January 2016.
  • Kim-Spoon, J., Farley, J.P., Holmes, C., Longo, G.S., & McCullough, M.E. (2013). Processes linking parents’ and adolescents’ religiousness and adolescent substance use: monitoring and self-control. Journal of Youth and Adolescence, 1-12.
  • McConnell, M.E. (1999). Self-monitoring, cueing, recording, and managing: Teaching students to manage their own behavior. Teaching Exceptional Children, 34(2), 14-21.
  • McCullough, M.E., & Willoughby, B.L. (2009). Religion, self-regulation, and self-control: Associations, explanations, and implications. Psychological Bulletin, 135(1), 69-93.
  • Muller, F.H., & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology, 34(2), 169-190. Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Shiu, Sh. (2001). Issues in the education of students with chronic illness. International Journal of Disability, Development and Education, 48(3), 269-281.
  • Trimble, J.E., & Fisher, C. (Eds). (2006). Handbook of ethical research with ethnocultural populations and communities. Thousand Oaks, CA: Sage.
  • Turmusani, M. (1999). Disability policy and provision in Jordan: A critical perspective. A chapter in Stone, E. (ed.) (1999). Disability and development: learning from action and research on disability in the majority world, Leeds: The Disability Press, 193-209.
  • Varni, J.W., Rapoff, M.A., Waldron, S.A., Gragg, R.A., Bernstein, B.H., & Lindsley, C.B. (1996). Chronic pain and emotional distress in children and adolescents. Developmental and Behavioural Pediatrics, 17, 154-161.
  • Villach, M.J.R., & Llanos, M.N. (2007). Fostering self-regulated learning in an assessment situation. Electronic Journal of Research in Educational Psychology, 5(3), 805-924.
  • Watterson, K., & Giesler, R.B. (2012). Religiosity and self-control: When the going gets tough, the religious get self-regulating. Psychology of Religion and Spirituality, 4(3), 193.
  • Wehmeyer, M.L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental and Physical Disabilities, 15(1), 79-91.

self-regulation young women disability Jordan cultural perspectives

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart