Other-Regulation effect on autonomy in pupils with mild intellectual disability in learning and academic evaluations
The study concerns 636 French students with mild intellectual disability (ID), aged 6 to 18, attending special classes in regular or special schools. It aims to identify the proportion and nature of special educational needs that are not compensated for in the classroom, as well as the consequences for internal classroom assessments, as well as for assessments leading to a diploma, external to the classroom. To do so, an observation grid was completed by the specialized teachers. We first postulate that there is a relationship between the level of heteroregulation (by teachers of the autonomy needs of young people with ID) and the level of success in evaluations. In addition, we anticipate that there is non-equivalent support in the different fields of autonomy. The uncompensated needs would be found more in the field of intellectual autonomy and the evaluations in this field would be the most impacted.