1. 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

2. 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”

3. 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).

4. 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

5. 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.

6. 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).

7. Essential Characteristics of SD Autonomy Self-regulation Psychological Empowerment Self-realization

8. Autonomy refers to a person’s ability to act independently, and according to his/her personal preferences, choices, and criteria.

9. 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.

10. 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.

11. 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.

12. Why practice Self-Determination? Successful, self-determined persons – 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

13. Applying Self-Determination to get what you Want At school – goal setting – using school resources/persons – planning graduation (academic advisor) – planning for a career/post- graduate 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.

14. Self-Determination Skills: 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

15. support 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. Aim of the SINC@HE project

16. Main objectives SINCH@HE Create conditions that will assimilate the QSIoSwD Improve quality & relevance of SIoSwD Strengthen the open society values regarding the inclusion of students with disabilities in HEIs

17. University regulatory frameworks, guidelines and recommendations Institutional capacities Student advisory offices Awareness and motivation on inclusive education SPECIFIC PROJECT OBJECTIVES