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Support and Inclusion of students
with disabilities at Higher Education
institutions in Montenegro
Inclusion and Self-determination:
factors of the SINC@HE Project
Dr. Lefkothea Kartasidou,
Project Coordinator
UOM, Greece
Amendments of the Rehabilitation Act
(1992)
• “Disability is a natural part of the human
experience and in no way diminishes the
rights of individuals to live independently,
enjoy self-determination, make choices,
contribute to society, pursue meaningful
careers and enjoy full inclusion and
integration in the economic, political, social,
cultural and educational mainstream of the
society”
Normalization Principle
• “One major facet of the normalization principle is to
create conditions through which a handicapped
person experiences the normal respect to which any
human being is entitled. Thus the choices, wishes,
desires and aspirations of handicapped person have
to be taken into consideration as much as possible in
actions affecting him. The road to self determination
is indeed both difficult and all important for a person
who is impaired” (Nirje, 1972).
Benefits of Inclusion
• General classroom helps students develop
academic, social, and functional skills
• Students without disabilities can benefit from
having students with disabilities in their
classroom
• Long-range planning allows students
opportunities to learn alongside peers without
disabilities
Preparing for Successful Inclusion
• System wide planning and preparation can be
necessary
• Collaborative teaming is essential
• Ensure administrative support
• Identify opportunities for inclusion, remembering:
– Not limited to general classroom; “inclusion” is not
about place
– Supports can include accommodations and
modifications, assistive technology, etc.
Self - determination
• “Self-determination refers to the attitudes and
abilities required to act as the primary causal
agent in one's life and to make choices and
decisions regarding one's quality of life free
from undue external influence or interference”
(Wehmeyer, 1992).
Essential Characteristics of SD
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Autonomy
Self-regulation
Psychological Empowerment
Self-realization
Autonomy
• refers to a person’s ability to act independently,
and according to his/her personal preferences,
choices, and criteria.
Self-regulation
• refers to a person’s ability to explore the
circumstances and the behaviors encountered in
his/her environment, in order to select a course
of actions, to evaluate the outcomes, and to
revise, if needed, his/her decisions.
Psychological Empowerment
• refers to a person’s ability to use his/her
cognition (personal efficacy, locus of control) and
motivation to consciously control his/her life.
Self-realization
• refers to a person’s ability to fully know his/her
strong and weak points, and understand
him/herself as a whole person.
Why practice
Self-Determination?
Successful, self-determined persons
–
–
–
–
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–
understand and accept their limitations
are proactive and reduce stress
are persistent and focused on goals
use support systems
capitalize on strengths
find creative ways to compensate and problem solve
Applying Self-Determination to get
what you Want
• At school
– goal setting
– using school
resources/persons
– planning graduation
(academic advisor)
– planning for a career/postgraduate work
– identifying and developing
desired skills
• At work/In life
–
–
–
–
–
goal setting
life-long education
career planning
financial planning
using community/ human
resources
– planning for family, home,
retirement
– planning for travel, quality
time, etc.
Self-Determination Skills:
•
•
•
•
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Self knowledge
Choice making
Problem solving
Decision making
Self-advocacy or
leadership
• Goal setting and
attainment
•
•
•
•
Independence
Risk-taking and safety
Self-regulation
Reflection (self-observation &
evaluation)
• Negotiation and
interpersonal
communication
Aim of the SINC@HE project
• The project focuses on providing support to
students with disabilities in order to improve
inclusion in ME HEIs.
• This support is established through social
services such as counseling, psychological
support, assistive technology and teaching
aids.
Main objectives
Improve quality &
relevance of
SIoSwD
Create conditions
that will
assimilate the
QSIoSwD
SINCH@HE
Strengthen the
open society
values regarding
the inclusion of
students with
disabilities in HEIs
SPECIFIC PROJECT
OBJECTIVES
University regulatory
frameworks,
guidelines and
recommendations
Institutional
capacities
Student advisory
offices
Awareness and
motivation on
inclusive education